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School-Based Management: Obstacles and Solutions, a Phenomenological Study | ||
| School Administration | ||
| مقاله 5، دوره 8، شماره 4، اسفند 2020، صفحه 105-92 اصل مقاله (960.74 K) | ||
| نوع مقاله: Qualitative Research Paper | ||
| شناسه دیجیتال (DOI): https://doi.org/10.34785/J010.2021.337 | ||
| نویسندگان | ||
| مهدی صالحی* 1؛ زانیار بازگیر2؛ عادل ازکات3 | ||
| 1استادیار مدیریت آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه کردستان، کردستان، ایران | ||
| 2دانش‌آموخته کارشناسی‌ارشد مدیریت آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه کردستان، کردستان، ایران | ||
| 3دانش آموخته کارشناسی ارشد مدیریت آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه پیام نور، ارومیه، ایران | ||
| چکیده | ||
| School-centered management has emerged in recent decades in various countries as a strategy to reform education, and there is a strong tendency to delegate authority to schools to improve the quality of education. There are many interests and experiences in different countries based on the decision-making approach to school levels, in order to increase the access of community members to guaranteed quality education and public participation in the management of schools within the framework of national policies. School-based management is the process of delegating authority and power to stakeholders in the school to perform legal responsibilities in managing, monitoring, evaluating and reviewing educational policy issues for sustainable and purposeful management. Also, school-based management includes effective educational activities in order to achieve specific standards and results of higher education in schools, in Iran, centralized management of education, lack of proper participation of principals, staff, parents and knowledge Students have been overshadowed by the education system for many years in decisions about how the school is run and how to solve its problems and limitations. The main claim of the school-centered is that the independence and authority of the schools should be increased so that they can determine their own policy and solve their own problems and problems. To be more precise, counting the people, activating teachers in the educational process, paying attention to cultural and social conditions, increasing public participation and taking into account the interests and tastes of students, and finally fulfilling the various needs in this vast country, according to the requirements. Different regions of the country are considered important issues that are emphasized by the supporters of school-based management. Obstacles and challenges facing school-based management in the country must be carefully identified and solutions must be provided to address them. This requires a lot of studies and research in different parts of the country. In this context, it is especially important to examine the views of school principals and teachers who are directly involved in these barriers and challenges. Accordingly, in the present study, the obstacles and strategies of school-based management from the perspective of principals and teachers have been studied. Hajitabar & jaii (2020) showed that all three components of teacher classroom management and organization and academic vitality were positively related to academic performance, so teachers who have better classroom management and organization have students with better academic performance and vitality. Davoudipoor, Ahanchian and saidi Rezvani (2008) have examined the implementation of the school-based management plan in middle schools (first secondary) in Mashhad. In this study, the situation of schools in this city has been evaluated as relatively favorable for the school-based management plan. Vally and Daud (2015) in their study examined the readiness of Kuala Lumpur high school principals to implement school-based management. Their findings show that Kuala Lumpur school principals have a strong desire to manage school-centered as well as human resource management. Ayeni & Ibukun (2013) by presenting a conceptual model for the implementation of school-based management and quality assurance in Nigerian high schools, the most important challenges are the lack of motivation of principals and teachers, their low level of knowledge and information, lack of They announced the government's financial support and the government's lack of cooperation with schools. Therefore, the present study examined the obstacles in the way of establishing school-centered management and provided solutions to overcome these barriers. The research strategy with a qualitative approach was descriptive phenomenology and semi-structured interview method was used to collect data. The research population includes all principals and teachers of high schools in Marivan city, which was determined by purposive sampling method of snowball and saturation rule, and 11 of them were selected as the research sample. Then, the method of receiving answers from the participants was used to determine the reliability. According to the research findings, the current conditions of schools for the establishment of school-based management are almost below average and are not suitable. Barriers presented by participants were categorized into 6 general categories, including: barriers to policy and decision-making, economic barriers, structural barriers, knowledge and information barriers, personal barriers, and cultural and social barriers. Finally, participants suggested ways to improve the deployment of school-based management; These include: paying attention to and justifying the officials related to this type of management, trying to move the educational system towards decentralization and providing the necessary grounds for it, conducting the necessary studies and researches for the implementation of school-based management, Holding appropriate meetings, workshops, seminars, conferences and training classes to increase and strengthen the knowledge and information of principals and teachers in relation to school-based management; Allocating the necessary and sufficient budget to schools, trying to strengthen the motivation and confidence of principals to take this responsibility, allocating appropriate and sufficient facilities to schools and trying to justify parents and other institutions of society and attract their participation in ways Different. The results showed that, unfortunately, despite many efforts in recent years, still little attention is paid to the school-centered management plan as an infrastructure change to improve the components of education and the education system, including principals. Teachers, students, people and society are not (Niknami, 2008) and schools continue the trend of the past. Given the global changes and advances in the educational systems of countries, this trend, which has been proven in many years by various researches of experts and researchers, will no longer work. It seems that the current changes at the national and international levels, including the rapid and widespread spread of knowledge and information, even at the local level, make the necessary grounds for the establishment of school-based management in the country. By carefully studying each obstacle and finding appropriate solutions for it, we can gradually remove these obstacles. The results of this study and similar researches in terms of identifying the major obstacles and challenges in schools on the way of school-based management as one of the most important steps in designing and implementing an innovation , It is important. In other words, the pathology or pathology resulting from the results of these studies can be a beacon for taking conscious steps of the educational system towards the realization of school-based management. Finally, according to the results of the research, based on the unsuitability of the conditions of schools in Marivan city for the establishment of school-based management and considering the importance of this type of management in today's world and the emphasis of experts on it, it is suggested Measures such as: delegating authority and decision-making power from top management to lower levels, providing the necessary facilities and budget for schools, providing and planning the necessary and sufficient training for principals and teachers in a manner Put on their agenda various activities such as holding workshops, conferences, etc., trying to attract the cooperation of parents and other institutions of the society and encouraging them to conduct relevant and appropriate studies and researches. It is also suggested that researchers conduct similar research in other parts of the country to identify more and better barriers and strategies for the establishment of school-based management in the country. | ||
| کلیدواژه‌ها | ||
| School-Based Management؛ Barriers؛ Solutions | ||
| مراجع | ||
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Adib Manesh, M., Ali Asgari, M., & Mousapoor, N. (2011). Feasibility study of school-centered curriculum implementation in Kermanshah high schools. Curriculum Research, 1(2): 81-104. [In Persian].
Ayeni, A. J., & Ibukun, W. O. (2013). A Conceptual Model for School-Based Management Operation and Quality Assurance in Nigerian Secondary Schools. Journal of Education and Learning, 2(2): 36- 43. [In Persian].
Bandur, A. (2012). School-based management developments: challenges and impacts. Journal of Educational Administration, 50(6): 845-873.
DavoudiPour, A., Ahchian, M. R., & SaeediRezvani, M. (2008). Study of the areas of implementation of the school-based management plan based on the mission, commitment and commitment of the principals and teachers in the middle schools of Mashhad. New Educational Thoughts, 4(4): 37-53. [In Persian].
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Malaklolunthu, S., & Shamsudin, F. (2011). Challenges in school-based management: Case of a ‘cluster school’ in Malaysia. Social and Behavioral Sciences, 15(3): 1488–1492. [In Persian].
Mehralizadeh, Y., Sepasi, H., & Atashfeshan, F. (2005). School-based school management in Iran: A study in public high schools in Ahwaz. Journal of Educational Sciences and Psychology, 12(2): 1-22. [In Persian].
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Moradi, S., Sufean, B. H., & Barzegar, N. (2012). School-based management (SBM), opportunity or threat (education systems of Iran). Procedia: Social and Behavioral Sciences, 69(11): 2143 – 2150. [In Persian].
Niamehr, V., Prasteh, F., & Alipoor, V. (2017). Feasibility study on the realization of school-based management from the point of view of high school principals in Karaj. Journal of Behavioral Sciences, 33, 131-160. [In Persian].
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Vally, V. S., & Daud, K. (2015). The Implementation of School Based Management Policy: An Exploration. Social and Behavioral Sciences, 172, 693 – 700. | ||
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