Decision Making Practices in Integrated Public Schools of Nepal
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Purpose: This study critically analyzed the decision making practices in integrated public schools of Nepal. The study tried to explore the policies and practices existing in the integrated public schools of Kathmandu valley. This study also tried to prescribe the plausible decision making process for the integrated public schools of Nepal. Method: For this purpose, five integrated public schools (three urban and two rural) from Kathmandu and Lalitpur district were taken, and then five head teachers, five SMC chairpersons, two school supervisors, four teacher representatives, and four resource persons were selected by using purposive sampling method. In this study, the qualitative data were collected through questionnaire, interviews, and focus group discussion. This study used power theory, decentralization theory, and different models. The researcher attempted to understand and analyze decision making policies and practices of the head teachers, school management committee members, community people, and teachers. Results: The researcher came to the understanding that the parents, head teachers, and teachers apply decentralization cum power theory in decision making practices in schools. It was also found that these authorities took decisions mainly in physical resource management, teacher recruitment, and program extension. Conclusion: The researcher came to the understanding that mixed model approach which was the blend between head teacher, teacher and community control model was extensively used in the decision making process. The study implies that the decision making process at the school level needs a new model that is the blend of various practices to make every policy contextual and participatory for the effective school management.
Abstract
Purpose: This study critically analyzed the decision making practices in integrated public schools of Nepal. The study tried to explore the policies and practices existing in the integrated public schools of Kathmandu valley. This study also tried to prescribe the plausible decision making process for the integrated public schools of Nepal. Method: For this purpose, five integrated public schools (three urban and two rural) from Kathmandu and Lalitpur district were taken, and then five head teachers, five SMC chairpersons, two school supervisors, four teacher representatives, and four resource persons were selected by using purposive sampling method. In this study, the qualitative data were collected through questionnaire, interviews, and focus group discussion. This study used power theory, decentralization theory, and different models. The researcher attempted to understand and analyze decision making policies and practices of the head teachers, school management committee members, community people, and teachers. Results: The researcher came to the understanding that the parents, head teachers, and teachers apply decentralization cum power theory in decision making practices in schools. It was also found that these authorities took decisions mainly in physical resource management, teacher recruitment, and program extension. Conclusion: The researcher came to the understanding that mixed model approach which was the blend between head teacher, teacher and community control model was extensively used in the decision making process. The study implies that the decision making process at the school level needs a new model that is the blend of various practices to make every policy contextual and participatory for the effective school management.
참고문헌 (27)
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