School Based Management Developments, Research Proposal Example

Introduction

In recent years more and more schools districts across the United States and abroad have made the switch to school-based management (SBM). As a result, principals have been empowered with the ability to make many on-site decisions that directly affect what is taught in the classrooms, how money is spent, and assignment of teachers. School-based management decentralizes control by giving each school more control. This type of management is effective because persons who are closest to the students and more informed about their needs are making decisions that otherwise would be made by persons who have no direct contact with the students. In SBM, the principal is the primary agent of change. Well informed principals can make the school environment a great place for teachers and students. Effective principals will work diligently to diffuse power throughout various organizations within the school. This diffusion will increase commitment to reform

Research Questions

1. How can principals work with staff members to maintain a clear vision of the schools goal?
2. What are principals’ attitudes towards their leadership roles in school-based management systems?
3. What are some ways that principals can ensure that adequate communication is maintained between parents, teachers, students, and administration of school-based management schools?
4. How do teachers perceive the principal’s leadership role in school-based management?

Review of Literature

According to Purna Prabhakar Nandamuri et al (2011), school based management has a positive direct affect on teacher absenteeism and student drop-out rates. In this study, it was concluded that about three-fourths of schools that are managed by the public sector have a student drop-out issue. The absentee rates of teachers were four percent higher than employees of non-teaching duties. Of that four percent, only about one percent could be attributed to annual leave, medical leave, or other documented leave. However, the researchers found that drop-out rates and teacher absenteeism were not as severe in school-based management facilities.

Camminatiello, Paletta, and Speziale (2012), found that there was a direct link between school-based management and student achievement. Schools that enacted SBM had great improvement in student achievement. This was a positive change because many schools that were under public sector control were under constant pressure from parents to set high academic standards and have those standards met by students. This study observed the math, reading, and science scores of about 400, 000 15 year old students in 57 different countries. The evidence supported that the implementation of SBM and SBA jointly, improved students standardized testing scores in all three areas.

In the School-based Management Consultation Document, several positive effects of school-based management are noted. The study was conducted in Hong Kong. One of the initial correlations was the fact that decision making is completed by people most familiar with the needs of the students. Each school has to build strong relationships between all stakeholders and set priorities for that particular school. Next, it was found that teachers were more enthusiastic about teaching when they had input on the content. Finally, students were more enthused about learning because teachers were more enthused.

The Education and Manpower Bureau (2006) stated that the purpose of school-based management is to enable the school to make school-based policies work to better meet the needs of the students in order to enhance learning. They wanted to make sure that stake holders understood that self-management schools are not independent, but work through a pre-determined framework.

Agustinus Bandur (2011) examines school-based management policy and reforms in Indonesia. He focuses mostly on the challenges that schools face when shifting authority and responsibility at school sites. He concluded that when schools have power to make decisions, it creates a partnership between all stakeholders. The study proved that when these factors are present several changes occurred: positive in-school culture, increased participation by of surrounding community-these changes lead to improved teaching and learning environments. In Indonesia, the schools that have adopted school-based management have included the formation of mandatory councils that help the principals with decision making and collaboration.

Methodology

Qualitative approach is the most appropriate approach to the educational system in Kuwait. This type of approach involves interaction between the researcher and the subjects. This type of approach will provide the researcher will more in-depth information that conveys a better understanding of the situation. Another important strength of the qualitative approach is the enhanced likelihood of the data being collected is valid. This is so because the researcher who has a vested interest in the cause is more likely to record details and information from the subjects in more detail. This allows the researcher to investigate the situation in a holistic manner. The subjects are more flexible in their response to questions too. They are able to express their thoughts in greater detail. They can even respond to how or why questions. Subjects are more likely to go into detail verbally more so than if they were writing answers. By being on site and actually having verbal conversations with subjects, the interviewer is able to see, hear, and feel things that he/she may not otherwise experience from reading answers to a questionnaire.

Data Collection Method

Information will be gathered after receiving written permission from the Ministry of Education.  All data will be collected in the forms of text, event description, and comments by individual subjects. The interview method will be used guided by the researcher. All questions will be driven by the aims of the research to ensure that subjects are descriptive and explanative. Pen, paper, and audio recording will be used. All data collected will be kept under lock and key and properly disposed of after the conclusion of this research.

Intended Outcome

At the conclusion of this research, I hope to have shed light on the importance of school based management and the integral role of the principle in implementing the change within the district. To date, there are numerous studies that have proved that school-based management improves the overall culture within the school. This improved culture in turn improves student achievement in the areas of science, math, and reading. School-based management has also been documented to have decreased student drop-out rates and teacher absenteeism. The principal plays a very important role in making the change to school-based management a success. Also, sharing knowledge about challenges and pitfalls of school-based management might make the transition for future subjects easier.

References

Agustinus, Bandur (2012). School based management developments: challenges and impacts. Journal of Educational Administration, 50 (6). 845-873

Camminatiello, I., Paletta, A., & Maria Teresa Speziale (2012). The effects of school-based management and standards-based accountability on student achievement: evidence from PISA 2006. Electronic Journal of Applied Statistical Analysis. 5 (3). 381-386

Education and Manpower Bureau (2006). School-based student-centered quality focused.

Purna Prabhakar Nandamuri et al (2011). School based management- the issues for controlling. Buss. Mgt. Eco. Res 2(5). 322-333

School-based Management Consultation Document (2000). Transforming schools into dynamic and accountable professional learning communities.