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A RLSLARCH PROGRAM OI THL ASIAN NLTWORK OI

TRAINING AND RLSLARCH INSTITUTIONS IN
LDUCATIONAL PLANNING (ANTRILP)
Case Studies on Successful
School Management
Concorn lor quollt, lmprovomont couplod wlth docontrollzotlon ol oducotlonol govornonco ond
lntroductlon ol school-bosod monogomont hos brought lnto locus tho lmportonco ol olloctlvo school
monogomont ln gonorol ond tho rolo ol tho school hood ln portlculor. Consoquontl, tho school
monogomont lromowork ln mon, countrlos ol tho roglon ls undorgolng slgnlllcont tronslormotlon
wlth dlroct lmpllcotlons lor ln- school- monogomont procossos, communlt, school llnkogos, tho rolo
ol tho hood toochor os woll os oxtornol support ond occountoblllt, mochonlsms. Whllo somo moos-
uros to lmprovo school monogomont could bo lnltlotod through s,stom -wldo rolorms, sovorol oth-
ors roqulro o locuslng on locol lovol ollorts nooror to tho school slto. Though tho noturo ol chongos
wlll vor, omong dllloront countrlos, tho movo to rodollno tho rolos ol dllloront stokoholdors ln tho
monogomont ol schools ls oosll, dlscornlblo ln both dovolopod ond dovoloplng countrlos.
Sovorol quostlons oro worth oxomlnlng ln moro dotoll. Whot moosuros rooll, lood to o slgnlllcont
chongo ln tho school monogomont procoss How hovo vorlous moosuros lnlluoncod tho rolos ol tho
hood toochors Do tho chongos hovo s,stom-wldo lmpllcotlons Aro tho, sustolnoblo ln tho long
run Whlch ol tho chongos oro school spoclllc lnnovotlons Aro thoro lossons olomonts omorglng
lrom thoso lnnovotlons thot could bo odoptod lor on o lorgo scolo odoptlon Thoso quostlons oro ol
dlroct rolovonco lor onsurlng thot tho lnltlotlvos holp lmprovo tho quollt, ol schoollng, ln torms ol
olloctlvonoss ol tho lnstructlonol procossos ond olso wlth rogord to lmprovlng monogomont proc-
ossos ot tho school lovol. lt ls proposod thot to oxploro thoso ond othor rolotod lssuos bo oxplorod ln
dllloront countrlos ol Aslo through tho mombor lnstltutlons ol ANTRlEP.
Objectives
Agolnst thls bockground, tho ANTRlEP progrom proposos to undortoko coso studlos ol succosslul
school monogomont ln soloctod countrlos ol Aslo. Tho spoclllc objoctlvo ol tho coso studlos ls to
dovolop o crltlcol undorstondlng ol tho choroctorlstlcs ol succosslul school monogomont proctlcos
ond strotoglos ln dllloront countrlos ond to clorll, how such proctlcos ond strotoglos con bo odoptod
ln dllloront contoxts.
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Tho ultlmoto objoctlvo ol tho rosoorch progrommo ls to lnlorm lnstltutlons on how to bulld school
loodors` copocltlos ol school loodors ln ordor to lmprovo school monogomont. lt ls onvlsogod thot
tho coso studlos would subsoquontl, holp us to doslgn trolnlng octlvltlos opproprloto to dllloront
countr, contoxts.
Types of Case Studyies
Kooplng tho ovoroll purposo ln vlowmlnd, throo t,pos ol coso studlos hovo boon vlsuollzod, os
lndlcotod ln tho lollowlng:.
(o) Mocro lovol lnltlotlvos loodlng to chongos ln tho countr,`s s,stom ol school monogomont ln tho
countr, would lorm tho llrst cotogor, ol coso studlos. Thoso lnltlotlvos could bo mojor pollc,
rolorm moosuros or notlonol lovol ollorts to lnltloto chongos thot dlroctl, lmplngo on tho wo,
schools oro monogod, wlth portlculor roloronco to hood toochors. Such moosuros could lncludo
tho lntroductlon ol school lmprovomont plonnlng, tho sottlng up ol school monoglng commlt-
toos or school govornlng boords, now proctlcos rogordlng toochor ond school ovoluotlon ond
othor lnnovotlvo occountoblllt, moosuros.
(b) Tho socond cotogor, ol coso studlos could dool wlth o numbor ol projocts thot hovo omorgod to
roshopo tho rolo ol tho school hoods ond thorob, lmprovo school lunctlonlng. Somo ol thoso
could bo lorgo-scolo lnltlotlvos doslgnod ond lmplomontod b, govornmont ogonclos whllo oth-
ors could bo smoll-scolo projocts lmplomontod wlth tho holp ond lnvolvomont ol NGOs. Tho
cholco ol tho projocts would wlll bo bosod on tholr olloctlvo potontlol to tronslorm tho school
monogomont procossos ond ovontuoll, rodollno tho rolo ol tho hood toochors.
(c) Tho thlrd sot would conslst ol lnstltutlonol coso studlos covorlng onl, ono or o low schools.
Thls would lnvolvo ldontll,lng spoclllc schools thot hovo succosslull, lmprovod tho school mon-
ogomont procoss through tholr own lnltlotlvo (octlon projocts or spoclllc lnnovotlons). Thoso con
bo vor, dllloront schools: prlmor, or socondor,, urbon or rurol, ond wlth smoll or lorgo onroll-
mont ol chlldron. lt ls lmportont thot tho succoss thus obtolnod hos shown to bo sustolnoblo.
Iocus Areas for Case Studies
Tho moln locus ol ooch coso stud, wlll hovo to bo docldod on tho bosls ol contoxtuol loctors ot
notlonol ond school lovols. Howovor, bosod on tho rovlow ol dovolopmonts currontl, toklng ploco
ln dllloront countrlos, lt ls proposod thot ono or moro ol tho lollowlng llvo oroos, whlch oro known to
hovo o slgnlllcont lmpoct on tho quollt, ol o school could lorm tho locus ol tho coso studlos:. Thoso
oroos olso oro known to hovo o slgnlllcont lmpoct on tho quollt, ol o school.
(l) lntornol monogomont ol tho school: Studlos ln thls oroo wlll concontroto on dllloront
dlmonslons ol ln-school monogomont, both ocodomlc ond odmlnlstrotlvo, ond on tho
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olloctlvo rolos plo,od b, dllloront octors ln tho monogomont ol humon, ph,slcol ond
llnonclol rosourcos ond ol podogoglcol mottors. lt con oddross lssuos such os: how to
onsuro octlvo toochor portlclpotlon ln sottlng school pollclos ond prlorltlos; or whot oro
tho choroctorlstlcs ol succosslul school boords, ond so on.
(ll) Rolos ond Functlons ol hood toochors: As olrood, notod, tho hood toochor occuplos o
control ploco ln on, ollort to lmprovo school monogomont. Tho curront thrust to docon-
trollzo oducotlonol govornonco ond glvolng grootor outonom, to tho schools hos rolsod
lurthor oxpoctotlons on tho monogomont skllls ond loodorshlp copobllltlos ol tho school
hoods. Spoclllc coso studlos could thoroloro locus on prollllng tho choroctorlstlcs ol olloc-
tlvo school prlnclpols, tho rolos tho, octuoll, plo, ln school monogomont ond on tholr
lnnovotlvo oxporlmonts to lmprovo tho porlormonco ol tholr schools.
(lll) School-Communlt, Llnkogo: Studlos hovo cloorl, domonstrotod tho lmportonco ol com-
munlt, portlclpotlon ln lmprovlng school monogomont. Thls hos como ln shorpor locus
undor tho spotllght ln rocont ,oors wlth lncroosod omphosls on school-bosod monogo-
mont ond school dovolopmont plonnlng. Undorstondlng tho d,nomlcs ol communlt,-
school llnkogos ln school monogomont wlll bo ono ol tho crltlcol oroos to bo doolt wlth b,
tho coso studlos. Tho locus wlll bo on dllloront procossos odoptod lor onsurlng olloctlvo
communlt, lnvolvomont ond on tho mochonlsms put ln ploco lor thls purposo such os
PTAs, school govornlng boords ond school monogomont commlttoos.
(lv) Extornol Support lor Strongthonlng School Monogomont: Schools lunctlon os unlts ol o
lorgor s,stom ol oducotlon. Thoroloro tho rolotlonshlp botwoon tho school ond tho ropro-
sontotlvos ol tho lorgor s,stom (o.g. tho dlstrlct olllcos ond tho suporvlsors) ond tho sup-
port mochonlsms oporotlng to monltor ond strongthon school lunctlonlng could lorm
port ol tho onol,sls. An ottompt should bo modo ln thoso coso studlos to lncludo not onl,
tho trodltlonol s,stoms ol school suporvlslon but olso tho omorglng structuros such os
school clustors, rosourco contros ond so on.
(v) School Evoluotlon ond Accountoblllt,: Enhoncod ottontlon to school dovolopmont plon-
nlng ond tho corrospondlng provlslon ol grootor lroodom ond outhorlt, bolng vostod lor
lnstltutlonol monogomont ot tho school lovol lor lnstltutlonol monogomont hos domondod
lncroosod omphosls on ossosslng school porlormonco ln o s,stomotlc monnor. ln thls
contoxt mon, countrlos oro oxomlnlng tho scopo lor ostobllshlng lndopondont mocho-
nlsms lor school ovoluotlon ond occountoblllt,, whllo othors oro puttlng grootor trust ln
tho school ltsoll to undortoko lts own ovoluotlon. Thls ospoct could lorm on lmportont
port ol tho school monogomont coso studlos ol school monogomont.
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Method of Study:
Somo ol tho studlos could lnvolvo corr,lng out dosk bosod rovlows ol lnnovotlvo ollorts to tronslorm
tho school monogomont procossos. lt ls cloorl, onvlsogod thot tho studlos wlll not lnvolvo on, lorgo-
scolo survo,s, os somo brood rovlows ol tho school monogomont s,stom ond tho rolos ol hood
toochors hovo olrood, boon dono durlng tho lost 2-3 ,oors b, vorlous ANTRlEP mombor lnstltu-
tlons. Tho purposo ol conductlng tho coso studlos ls to go doopor lnto tho phonomonon ot tho
school lovol ond undorstond tho undorl,lng d,nomlcs ol chongo ond tronslormotlon. Tho llold
work would thoroloro lorgol, bo bosod on copturlng stokoholdor norrotlvos, locus group dlscus-
slons, structurod ond unstructurod lntorvlows, portlclpotor, lnlormotlon gothorlng, somo school ob-
sorvotlon ond so on. Tho cholco ol tho mothods ol lnvostlgotlon ond roportlng should bo guldod b,
tho loct thot tho, wlll ovontuoll, holp doslgn copoclt, bulldlng ol school hoods ond othor concornod
lndlvlduols ln school monogomont.
Organization of the Case Studies
Ovoroll coordlnotlon ol tho wholo oxorclso wlll bo tho rosponslblllt, ol tho lntornotlonol lnstltuto ol
Educotlonol Plonnlng, UNESCO, Porls. Spoclllc coso studlos wlll bo conductod b, tho ANTRlEP
mombor lnstltutlons ln throo stogos os lndlcotod bolow:
Proporotor, Stogo: ln thls llrst stogo, ooch mombor lnstltutlon wlll bo oskod to proporo o dotollod
drolt proposol spocll,lng tho thomo ond t,pos ol coso stud,los to bo undortokon. Whllo soloctlng o
toplc, tho lnstltuto wlll nood to koop ln mlnd tho spoclllc countr, sltuotlons ond tho oxportlso ovoll-
oblo wlthln tho portlclpotlng lnstltutlon.
Doslgn Stogo: Corolul doslgnlng ol tho coso studlos wlll bo crltlcol. Thoso studlos oro quolltotlvo ln
noturo ond tholr volldlt, doponds strongl, on tho rolloblllt, ol tho doto colloctlon. Tho, olso hovo to
lorm tho bosls ol copoclt,- bulldlng octlvltlos lor school hoods ln vorlous countrlos ol tho roglon. Tho
stud, doslgn wlll, to o groot oxtont, dopond on tho noturo ol tho toplc ond vorlous contoxtuol loctors.
lt ls proposod thot tho prollmlnor, proposols wlll bo shorod omong tho portlclpotlng mombor lnstltu-
tlons ond tho doslgn ol tho Coso Studlos wlll bo llnollzod ln o Tochnlcol Workshop to bo orgonlzod
lor oll tho mombors durlng tho llrst holl ol 2003. Tho Workshop wlll olso onsuro thot tho coso studlos
togothor wlll comprohonslvol, covor vorlous ospocts ol School Monogomont ond tho Rolo ol tho
Hood Toochors.
lmplomontotlon ond Roportlng Stogo: Actuol lmplomontotlon ond proporotlon ol coso studlos wlll
bo dono uslng tho countr,`s ovolloblo oxportlsoln tho countr, both lrom wlthln tho mombor lnstltu-
tlons ond outsldo, ond bosod on tho stud, doslgns llnollzod ln tho Tochnlcol Workshop. lt ls onvls-
ogod thot o contlnuous shorlng ond mutuol oxchongo ol oxporlonco wlll toko ploco omong vorlous
portlclpotlng lnstltutlons oloctronlcoll, through out tho porlod ol llold work ond roport wrltlng. Upon
complotlon ol tho studlos, tho posslblllt, ol o socond workshop to oxchongo ond dlscuss roports wlll
bo lookod otoxomlnod.
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BANGLADLSH RURAL ADVANCLMLNT COMMITTLL
(BRAC), DHAKA, BANGLADLSH
Successful School Management: Case Studies on
Iormal and Non-formal Primary Schools in Bangladesh
Bonglodosh ls o donsol, populotod South Aslon countr,. lt ronks 145th omong 173 countrlos ln tho
HDl looguo toblo ol tho UNDP. Tho odult lltoroc, roto ls onl, 41.6% wlth grootor dllloroncos bo-
twoon urbon ond rurol populotlon ond molos ond lomolos. Thoro oro olovon t,pos ol prlmor, schools
ln tho countr,. Thoso mo, bo lormol, non-lormol, Bonglo modlum, Engllsh modlum ond rollglous.
Flvo ,oors c,clo ol prlmor, oducotlon ls lroo ond compulsor, b, low. Howovor, poronts oro to boor
o hlghor omount ol prlvoto costs ospocloll, lor school suppllos ond prlvoto tutors. Tho not onrolmont
roto ot prlmor, lovol ls noorl, 80%, wlth 72% complotlng tho llvo-,oor c,clo ol prlmor, oducotlon.
Quollt, ol oducotlon ln torms ol compotonclos ochlovomont ol tho studonts ls poor. Ovor crowdod
clossrooms, lock ol dlsclpllno ond monogorlol skllls ond poor toochlng loornlng procoss oro mojor
loctors ln such poor porlormonco ol tho schools.
Stoto ownod prlmor, schools oro tho mojor provldor ol prlmor, oducotlon ln tho countr,. Ol tho
totol chlldron onrollod ln oll t,pos ol prlmor, schools, obout two-thlrds ls covorod b, tho govorn-
mont prlmor, schools. Totol numbor ol schools ol thls t,po ls 37,70. Thoso schools oro lull, mon-
ogod b, tho govornmont ond tho toochors oro publlc sorvonts. Full solor, ol tho toochors ond mon-
ogomont costs ol tho schools como lrom tho stoto lunds. Dlstrlct ond sub-dlstrlct lovol govornmont
olllclols suporvlso thoso schools. Thoro ls provlslon ol school monogomont commlttoo ln ooch school.
Do,-to-do, monogomont ol tho schools oro tho rosponslblllt, ol such commlttoo. Educotlon ls lroo
ln thoso schools ond tho studonts rocolvo lroo toxtbooks lrom tho Stoto. Notlonol Currlculum ond
Toxtbook Boord (NCTB) ol tho govornmont ls rosponslblo lor proporlng tho currlculum ond tho
toxtbooks lor thoso schools. Thoro ls o provlslon ol 11-month long loundotlon trolnlng lor tho tooch-
ors ol thoso schools.
Tho non-govornmontol orgonlsotlons (NGOs) hovo boon supplomontlng ln tho prlmor, oducotlon
lnltlotlvos ol tho govornmont through tholr non-lormol prlmor, schools. Ovor sovon porcont ol tho
totol chlldron ol prlmor, clossos onrol ln NGO oporotod schools, ol whlch obout throo quortors ln
BRAC schools. BRAC, o notlonol NGO, hos boon oporotlng non-lormol prlmor, oducotlon (NFPE)
progrommo slnco 185. Thoso schools oro not slmllor to thot ol tho lormol s,stom ln tho countr,,
howovor lt lollows tho lormol school currlculum ol NCTB. BRAC schools oro ono-toochor schools
wlth o clossroom ond 33 studonts. A cohort ol 33 studonts onrol ln BRAC schools ln Closs l ot tho
boglnnlng ol on ocodomlc ,oor ond complotos tho wholo currlculum ol llvo ocodomlc ,oors wlthln o
tlmo spon ol lour colondor ,oors. Thls moons thot ono toochor toochos oll tho subjocts ol llvo oco-
6 ANTRIEP Research
domlc ,oors to o cohort ol 33 studonts. BRAC`s own toxtbooks oro usod lor Clossos l to lll, howovor
NCTB proporod toxtbooks oro usod lor Clossos lV ond V. Tho toochors oro mostl, lomolo wlth ot
loost 10 ,oors ol schoollng, gonoroll, tokon lrom tho somo vlllogo. Tho, oro provldod o loundotlon
trolnlng ol two wooks ond rolroshors coursos onco o month. A codro ol progrommo orgonlsors, ooch
hovlng rosponslblo ol 12 to 14 schools, dlroctl, suporvlsos tho school octlvltlos. Thoro oro olso oroo,
roglon ond hood quortor lovol olllclols lor propor monogomont ol tho progrommo. Chlldron ogod 8-
10 ,oors, olllllotod wlth non-oducotod ond oconomlcoll, pooror lomlllos oro tho torgots ol tho BRAC
schools. A totol ol 34,000 schools oro currontl, ln oporotlon covorlng 1.1 mllllon chlldron. Up to
Docombor 2002, 2.4 mllllon chlldron complotod courso lrom 80,437 BRAC schools.
BRAC oducotlon progrommo ls known os o succosslul progrommo os on oltornotlvo wo, ol sprood-
lng prlmor, oducotlon. lt ls bocouso lt onsurod glrls portlclpotlon ln oducotlon ond roducod dropout
durlng tho c,clo. Ovor 66% ol tho studonts ln BRAC schools oro glrls ond dropout roto ls os bolow
os 2%. Communlt, portlclpotlon ls onsurod through rogulor poront-toochor mootlngs. Rocont ro-
soorchos undor tho Educotlon Wotch showod thot studonts ol BRAC schools como lrom tho pooror
lomlllos thon thoso ol othor prlmor, schools ln tho countr,. BRAC school studonts do not roqulro
holp lrom tho prlvoto tutor os llko os tho lormol school studonts roqulro. Howovor, tho studonts ol
BRAC schools ocqulrod moro compotonclos thon thoso ol othor schools. On tho othor hond, gov-
ornmont prlmor, schools oro tho prlmo moons ol provldlng prlmor, oducotlon ln tho countr,. Suc-
coss ond lolluros ol thoso schools lmpocts much on tho ovoroll sltuotlon ol prlmor, oducotlon ln tho
countr,. Thus, rosoorch on both tho t,pos ol schools ls lmportont ln tho contoxt ol Educotlon lor All.
lt ls not oos, lor on, oducotlon progrommo to run oll tho schools wlth oquol porlormonco. Studonts`
porlormonco stud, ol tho Educotlon Wotch showod thot schools vorlod substontloll, ln tho tost ro-
sults. Such vorlotlon ls ovon grootor ln tho non-lormol s,stom. ln tholr do,-to-do, oporotlon, both
BRAC ond tho govornmont schools oro cotogorlsod on tho bosls ol somo lndlcotors ol good porlor-
monco. Horo tho quostlon ls wh, somo schools oro dolng vor, good ond somo oro not, ovon oll oro
undor tho somo umbrollo. Multlplo rogrosslon onol,sls prodlctlng compotonclos ochlovomont ol tho
studonts, soporotol, dono lor both tho t,pos, showod thot schools nooror to tho locol outhorlt,,
hovlng SMC mootlng rogulorl,, lroquont school vlslt b, tho locol outhorlt,, poronts mootlngs wlth
tho toochor, lroquont trolnlng lor tho toochors, ond oducotlonol quollllcotlons ol tho toochors oro tho
moln prodlctors ol schools succoss. Thls stud, locks how doos monogomont lunctlons ln studonts
loornlng ochlovomont. Moroovor, o school`s succoss connot bo moosurod onl, through moosurlng
studonts ochlovomonts lollowlng o quontltotlvo opprooch. A quolltotlvo opprooch to know tho pro-
coss ol such succoss ls olso lmportont. lntornol ond oxtornol support s,stom ln monoglng tho schools,
rolo ond lunctlons ol tho monogomont bodlos, rolo ol tho school hoods, tholr occountoblllt, ond
rolo ol school ovoluotlon s,stom ln school lmprovomont woro not oxplorod ln tho obovo montlonod
stud,.
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Objectives
Tho moln objoctlvo ol thls stud, ls to oxploro how `succosslul prlmor, schools` oro bocomlng suc-
cosslul os o unlt ol quollt, ossuronco bod, ln tho llold ol prlmor, oducotlon ln Bonglodosh. ln thls
rospoct, onl, obovo-montlonod two t,pos ol schools, Stoto ownod ond BRAC run, wlll bo consld-
orod. Tho spoclllc objoctlvos oro to oxploro:
o) Dllloront dlmonslons ol school monogomont, both ocodomlc ond odmlnlstrotlvo;
b) Vorlous rolos plo,od b, dllloront octors such os toochors, school hoods, ond sub-dlstrlct lovol
oducotlon olllclols, ond how thoso octors sot pollclos lor tho schools (lor Stoto ownod schools
onl,);
c) Vorlous rolos plo,od b, dllloront octors such os toochor, progrommo orgonlsor, toom-ln-chorgo,
oroo, roglonol ond control lovol monogors, ond how thoso monogors sot pollclos lor tho schools
(lor BRAC schools onl,);
d) Llnkogos botwoon grossroots lovol ond control lovol monogomont rogordlng pollc, mottors;
o) How communlt, portlclpotlon ls onsurod ln school mottors;
l) Flnonclol monogomont ol tho schools;
g) Rolo ol school ovoluotlon s,stom ln grossroots to control lovol school monogomont;
h) To whot oxtont monogomont s,stom ls outcomo orlontod; ond
l) How tho s,stom ls occountoblo to poronts ond tho soclot, ot lorgo.
Methodology and Instruments
Quolltotlvo rosoorch tochnlquos would broodl, bo usod ln ordor to corr,lng out tho stud,. For BRAC,
two coso studlos would bo dono contrlng two progrommo orgonlsors (POs), prolorobl, lrom two
dllloront locotlons ln tho countr,. Tho POs would bo soloctod on tho bosls ol tho roports ol tho
monltorlng unlt ond tho school ovoluotlon s,stom ol tho progrommo. On tho othor hond, lor tho
Stoto ownod schools, two succosslul schools wlll bo consldorod lrom tho somo oroos (sub-dlstrlcts)
whoro tho BRAC schools would bo soloctod. Tho sub-dlstrlct lovol oducotlon olllcors wlll bo oskod
to ldontll, tho schools on tho bosls ol tholr school ovoluotlon s,stom. For Stoto own s,stom, ono
school wlth o molo hood toochor ond onothor wlth o lomolo hood wlll bo choson. Slmllorl, lor BRAC
progrommo, ono molo PO ond ono lomolo PO wlll bo lnvostlgotod.
Eoch coso stud, would lncludo clossroom obsorvotlon, obsorvotlon ol poront-toochor mootlng ond
sub-clustor/monthl, rolroshors trolnlng, lntorvlow ol tho toochors, hood toochors/progrommo
orgonlsors, ond sub-dlstrlct ond dlstrlct lovol olllclols/monogors. Somo ol tho poronts ond tho control
lovol olllclols mo, olso bo lntorvlowod os por nocossor,. Focus Group Dlscusslons (FGDs) would
olso bo dono wlth somo ol tho groups. Soporoto chockllsts would bo usod lor ooch ol tho lntorvlows,
obsorvotlons ond FGDs. Tho chockllsts would contoln quostlons on tho lssuos montlonod ln tho
objoctlvos soctlon. School rocords rolotod to monogomont ond porlormonco ol tho studonts would
olso bo sconnod.
Tho doto wlll bo onol,sod ln two wo,s. Flrstl,, lnlormotlon on ooch school would bo onol,sod.
Socondl,, o cross-coso onol,sls ol tho llndlngs would bo dono. Dlscusslons ol tho rosults would olso
bo thoro.
8 ANTRIEP Research
Lxpected Results
Tho llndlngs ol tho stud, would bo prosontod prolorobl, ln o roport, whlch would bo norrotlvo ln
noturo. ll nocossor,, two soporoto roports would bo proporod lor two t,pos ol schools. Tho roport
would contoln llvo choptors. Thoso oro lntroductlon, objoctlvo, mothodolog,, rosults, ond dlscus-
slon ond pollc, rocommondotlon. A tontotlvo outllno ol tho roport ls os lollows:
lntroductlon (tho lssuo ol school monogomont, prlmor, oducotlon provlslon ln
Bonglodosh, tho lormol ond non-lormol schools, ond rotlonolo ol tho stud,)
Objoctlvos
Mothodolog, (gonorol opprooch ol tho stud,, soloctlon ol cosos, doto colloctlon tochnlquos
ond procoss, doto onol,sls mothods, ond strongths ond wooknossos)
Rosults (tho stondolono cosos wlth somo bockground ol tho schools, ond cross-coso onol,sls)
Dlscusslons ond pollc, rocommondotlons
Dlssomlnotlon ol tho llndlngs would bo dono ln vorlous wo,s. Boloro llnollslng tho roport o work-
shop would bo orrongod lor tho toochors ond tho hood toochors/progrommo orgonlsors ol tho schools
undor stud,. Somlnor prosontotlon would bo dono lor tho hlghor monogomont ol tho progrommo
ond tho roglonol monogors ol BRAC oducotlon progrommo. At tho lntornotlonol lovol, tho llndlngs
would bo shorod omong tho ANTRlEP mombor orgonlsors ond ono or two popors would bo pro-
porod lor journols.
Operational Plan
Tho rosoorch would stort ln Mo, 2003 ond would toko obout olght months to bo complotod. Tho
tlmollno lor dllloront octlvltlos ls os lollows:
Actlvltlos Durotlon Tlmollno
Proporotor, octlvltlos lncludlng 2 wooks Mo, 1-15, 2003
chockllst proporotlon, school soloctlon
ond rocrultmont ol rosoorch osslstonts
Flold work 12 wooks Mo, 16-August 15, 2003
Doto orgonlsotlon 2 wooks August 16-30, 2003
Doto onol,sls ond prollmlnor, roport proporotlon 8 wooks Soptombor-Octobor, 2003
Portlclpotlon ln ANTRlEP workshop 1 wook Novombor 1-7, 2003
Proporotlon ol llnol roport 7 wooks Novombor 8-Docombor 30, 2003
Four porsons would bo roqulrod lor thls stud,. Two sonlor oducotlon rosoorchors ol tho Rosoorch
ond Evoluotlon Dlvlslon ol BRAC would plo, rolo ol coro rosoorchors ol tho stud,. Bosldos two
tomporor, rosoorch osslstonts hovlng dogroo ln oducotlon ond oxporlonco ln quolltotlvo rosoorch
would bo rocrultod ospocloll, lor tho lloldwork ond rolotod octlvltlos.
Samir Ranjan Nath
Sonlor Rosoorch Stotlstlclon ond Co-ordlnotor
Educotlon Rosoorch Group
BRAC Rosoorch ond Evoluotlon Dlvlslon
BRAC Contro, 75 Mohokholl Dhoko 1212 Bonglodosh
Phono: 880-2-881265 oxt- 2707, Fox: 880-2-8823542,
Emoll: noth.sr_broc.not
9
SOUTH LAST ASIAN MINISTLRS OI LDUCATION
ORGANISATION, RLGIONAL CLNTRL IOR LDUCA-
TIONAL INNOVATION AND TLCHNOLOGY,
SLAMLO INNOTLCH, PHILLIPPINLS
Case Studies on Successful School
Management Project
Objectives of the Case Study
Tho gonorol objoctlvo ol tho coso stud, ls to shod llght on tho succosslul monogomont ol schools
ond whot mokos school hoods succosslul. ln othor words, tho coso stud, wlll doscrlbo, onol,zo ond
s,nthoslzo whot succosslul monogomont doos, how doos lt do lt, whot doos lt possoss ln torms ol
choroctorlstlcs thot moko o slgnlllcont dllloronco ln tholr job porlormonco, whot mochonlsms oro ln
ploco to strongthon tho lunctlonlng ol tho school, whot oxtornol support mochonlsms, s,stoms ond
structuros oro ln ploco to lmprovo ond strongthon tho oporotlons ol tho school, ond whot school
ovoluotlon, lmprovomont ond occountoblllt, s,stoms oro put ln ploco to moko tho school moro
olloctlvo.
Thls coso stud, bolongs to tho thlrd t,po-on oxomlnotlon ol o group ol schools consldorod suc-
cosslul ond oddrosslng tho quostlon: whot oxplolns tho succoss ol thoso schools Tho prlmor, locus
ol tho coso stud, wlll bo tho rolos ond lunctlons ol school hoods os woll os tho contoxtuol loctors
(school ond communlt,) thot locllltoto tho prlnclpols` succosslul dlschorgo ol tholr vorlous loodor-
shlp ond monogomont rolos ond lunctlons. Whoro lt ls lmportont to como up wlth o hollstlc plcturo
ol succosslul school monogomont, tho coso stud, wlll olso oxomlno tho lntornol monogomont ol tho
school, tho oxtornol support lor lmprovlng ond strongthonlng school monogomont ond tho school
ovoluotlon, lmprovomont ond occountoblllt, s,stom ln oporotlon.
Spoclllcoll,, tho coso stud, olms to
Undorstond how spoclllc schools lmprovo ond whot mokos thom succosslul;
Exomlno whot tho school`s monogomont doos ln thls rospoct; ond
Hlghllght tho portlculor strotoglos, lnnovotlons, dovlcos on whlch tho school`s monogomont
rollos.
10 ANTRIEP Research
Analytical Iramework
ln undortoklng tho coso studlos, on onol,tlcol lromowork ogrood upon durlng tho ANTRlEP Work-
shop on Coso Studlos on Succosslul Monogomont conductod ln Bonglodosh lost Aprll 6 - 10, 2003
wlll bo usod. Bolow ls tho dlogrom ol tho onol,tlcol lromowork.
roport:
Outline of the Report
Bosod on tho lromowork, tho lollowlng outllno wlll bo usod ln tho proporotlon ol tho coso stud,
roport:
Section 1 - Butionule uhy the School is Chosen us u Cuse StuJy Unit.
Wh, ls thls school on olloctlvo school Whot oro tho crltorlo usod ln tho soloctlon ol olloctlvo schools
Among tho so mon, olloctlvo schools, wh, ls thls portlculor school choson
Section 2 - School Projile
Tho lollowlng compononts wlll bo lncludod ln thls soctlon:
o. itoricat bacrovv of tle cloot ivctviv tocatiov erre b, tle cloot ` A brlol doscrlptlon ol tho hlstor,
ol tho school lncludlng tho communlt, sorvod b, tho school: lts slzo, whothor urbon or rurol ond
othor domogrophlc ond soclo-oconomlc lndlcotors.
11
b. Pl,icat av vateriat covitiov of tle cloot - bulldlngs ond oqulpmont; oducotlonol moons ot tho
dlsposol ol tho toochors (colloctlvo clossroom oqulpmont, podogoglcol guldos ond documontotlon);
oducotlonol moons ot tho dlsposol ol tho loornors (lurnlturo, toxtbooks, roodlng motorlols, otc.); tooch-
lng-loornlng condltlons such os closs slzo, closs grouplngs, ond closs tlmotoblo, omong othors.
c. Tho Loornors - boslc stotlstlcs obout tho dlstrlbutlon ol tho loornors b, grodo, ogo ond gondor,
tholr soclo-oconomlc bockground (culturol, longuogo ond othor othnlc-rolotod choroctorlstlcs, ll pos-
slblo). Thls wlll olso lncludo doscrlptlon ol dlstonco botwoon homos ond school ond othor rolovont
lnlormotlon os posslblo roosons lor obsontoolsm ln school
d. 1le 1eacler - boslc stotlstlcs obout tho dlstrlbutlon ol toochors b, quollllcotlon, gondor, worklood,
numbor ol ,oors ol oxporlonco/sorvlco ln tho school, ond tholr lnvolvomont ln tho communlt,. Pro-
losslonol dovolopmont opportunltlos ovolloblo lor toochors os lnltlotod b, tholr school hoods ond
othorwlso wlll olso bo lncludod.
A aic evcatiovat ivicator - onrollmont, numbor ol clossos, numbor ol clossrooms, numbor ol tooch-
ors, ropotltlon roto, drop out roto, cohort-survlvol roto, succoss roto ot notlonol oxomlnotlons ond
othor rolovont lndlcotors.
Section 3 - The School Munugement Structure unJ Orgunizution
How ls tho lntornol school monogomont orgonlzod Whot lntornol monogomont structuros (llnon-
clol, ph,slcol rosourcos, toochor, podogoglcol) oro prosont ln tho school Who oro tho dllloront oc-
tors lnvolvod ond whot oro tholr proclso rolos ln tho dllloront oroos
Whot doos tho hood toochor consldor os tho most dllllcult oroo ol monogomont ond wh, How ls ho/
sho oblo to ovorcomo tho dllllcultlos
Section 4 - Bole oj the HeuJ Teucher
a. Profite of tle lea teacler - lndlvlduol choroctorlstlcs (ogo, gondor, lomll, bockground), quollllcotlon,
prolosslonol oxporlonco, spoclol trolnlng lor hoodshlp, lovol ol motlvotlon, durotlon ol sorvlco ln tho
prosont school
b. ea teacler` oiviov abovt tle cloot av li,ler rote - how tho hood toochor consldors hls/hor school
Whot oro tho lmportont chongos tho school hos oxporloncod durlng rocont ,oors Whot klnds ol
chongos oro thoro ond whot brought obout tho chongos Whot oro tho moln chollongos tho school ls
loclng todo, Whot spoclllc lntorvontlons dld ho/sho rocontl, undortoko to lmprovo tho school or
moko lt bottor
Doos tho hood toochor hovo o cloor ldoo obout whot ls oxpoctod lrom hlm/hor How doos tho hood
toochor porcolvo hls/hor rolo os o hood toochor Whot doos ho/sho consldor to bo hls/hor prlorlt,
lunctlons ond wh,
12 ANTRIEP Research
c. ea teacler` vavaevevt of tive - ovorogo numbor ol worklng hours por wook; dlstrlbutlon ol por-
contogo ol tlmo lor dllloront tosks (odmlnlstrotlvo, suporvlslon, publlc rolotlons, toochlng, otc.) ln o
t,plcol do, or wook; commonts/vlows obout tho dlstrlbutlon ol tlmo on tosks; chongos ho/sho would
llko to soo
Section 5 - Munugement oj Specijic Belutions
a. Mavaevevt of teaclivtearviv rocee - olllclont usos ol tlmo ln tho school, ln gonorol ond ln tho
clossrooms, ln portlculor; toochlng st,lo - woll structurod toochor/loornor-contorod lntoroctlvo
Colloborotlvo; rogulorlt, ol homowork; t,po ol loodbock glvon; rogulorlt, ol ossossmont; usos ol
ossossmont rosults; romodlol lnstructlons
b. Retatiov ritl teacler
- Suporvlslon/control ol toochors - how doos tho school onsuro thot toochors por lorm tholr
work olloctlvol, Whot mochonlsms oro ln ploco to control ottondonco, punctuollt,, work
plonnlng ond losson proporotlon, toochlng proctlcos, ond lnvolvomont ln non-ocodomlc
mottors
- Support - whot klnd ol support ond guldonco ls bolng provldod to toochors ln school Who ls
provldlng support ond how Whot spoclllc rolo doos tho school hood plo,
- Moblllzotlon - whot, ll on,, ls bolng dono b, tho school to koop tho toochors motlvotod Whot
lncontlvos (llnonclol, morol, otc.), oro provldod to tho toochors Whot koops thom to tholr job
- lnvolvomont ol toochors ln monogomont - to whot oxtont ond how oro toochors portlclpotlng ln
doclslon-moklng ln whot oroos (ocodomlc, odmlnlstrotlvo, otc.) oro tho, lnvolvo ln doclslon-
moklng How ls tho portlclpotlon or non-portlclpotlon ol toochors porcolvod b, school hood
ond toochors
- Rolotlons botwoon toochors os lt olloct monogomont ol school - how oro tho rolotlons botwoon
toochors ln gonorol How doos thls olloct school monogomont To whot oxtont do toochors
cooporoto How ond ln whot oroos ls thoro somo lorm ol poor loornlng, poor rovlowlng, poor
support, toom bulldlng Aro thoso oncourogod, supportod or oxploltod b, school monogo
mont
c. Retatiov ritl |earver ` how oro loornors monogod ln school b, tho school hood ond toochors
(lrlondl,, lnsplrlng, guldlng, omphotlc, oncouroglng, controlllng, outhorltorlon, conlllctlng) How
doos monogomont hondlo conlllct omong studonts Aro loornors lnvolvod ln monoglng cortoln os-
pocts ol tho school lunctlonlng Aro thoro on, spoclol lnltlotlvos worth montlonlng How do loorn-
ors lool obout tho wo, tho school ls monogod Aro tho, sotlsllod/dlssotlsllod ll so, wh,
J. Relutons utl Purents unJ Communt
- Rolotlons botwoon tho stoll ond tho poronts - to whot oxtont do toochors know tho poronts ol
tholr puplls (proportlon ol poronts tho, know) Doos tho school moko on, spoclol ollorts to
13
rooch out (oducoto/orlont) tho poronts Doos tho school orgonlzo rogulor mootlngs wlth tho
poronts Whot ls tho purposo ol thoso mootlngs How mon, poronts ottond Whot ls bolng
dlscussod Do toochors moot poronts lndlvlduoll, ond how olton Who tokos tho lnltlotlvo
ond whot ls tho purposo How do poronts got occoss to school lnlormotlon Aro thoro on,
lormol mochonlsms ol lndlvlduol loodbock botwoon tho school ond tho poronts on ossoss-
mont rosults, loodbock on homowork, otc. How toochors porcolvo tho poronts ond how do
poronts porcolvo tho school ond tho toochors
- lnvolvomont ol poronts ln school octlvltlos - to whot oxtont oro poronts lnvolvod ln
spoclllc school octlvltlos ln whot klnd ol octlvltlos (ocodomlc, monogomont, lund-rols
lng, co-currlculor, dlsclpllno, otc.) Whot ls tho lmpoct ol porontol lnvolvomont ln school
octlvltlos How ls porontol lnvolvomont porcolvod b, dllloront octors
- Adoptotlon ol tho school to tho locol noods ond condltlons - to whot oxtont doos tho
school oblo to odopt to locol noods ond condltlons ond how (ln torms ol currlculum,
longuogo uso, orgonlzotlon, lntogrotlon ol locol rosourcos/wlsdom, oxtro currlculor
octlvltlos, otc) ls thoro o loollng ol ownorshlp omong tho communlt, mombors ro
gordlng tho school
- Formol orrongomonts ond procoduros lor poronts/communlt, lnvolvomont ln tho school
monogomont (school boord, PTA, otc.) Who oro tho mombors How roprosonto
tlvo ls soloctlon voluntor, or mondotod Whot ls tho lntornol orgonlzotlon How olton
do tho, moot How long oro tho mootlngs Whot ls bolng dlscussod Whot oro tho
monogomont oroo ln whlch tho school boord ond/or PTA lntorvonos (loornor otton
donco, dlsclpllno, toochors` prosonco, lnlrostructuro molntononco, llnonclol monogo
mont, oxtro-currlculor octlvltlos, soclol wolloro octlvltlos, podogoglcol mottors) To whot
oxtont doos boord/PTA oxort o rool lnlluonco How ls tholr rolos porcolvod b, dllloront
octors (school hood, toochors, poronts, loornors, communlt, mombors) ln whot wo, ls
tho locol govornmont lnvolvod ln school monogomont
A. Retatiov ritl tle .vivitratiov - Whot ls tho sltuotlon ol tho school ln torms ol outonom, to toko
doclslons ln spoclllc monogomont oroos (llnonclol, odmlnlstrotlvo, ocodomlc) o.g., moblllzotlon ond
uso ol rosourcos, toochor rocrultmont ond dlsmlssol, studont sonctlonlng, soloctlon ol toxtbooks,
otc. Whot ls tho lovol ol tho school`s outonom, ls tho lovol occordlng to stotus (prlvoto, publlc,
communlt,-bosod) Hos thoro boon on, rocont chongo ln thls rospoct ll ,os, whot oro thoso chongos
Whot hos boon lts lmpoct Whot ls tho oplnlon ol hood toochors ond toochors obout moro school
outonom, Would tho, llko to soo moro And ll ,os, ln whot oroos
f. tervat verriiov - whot ls tho oxtont ol oxtornol suporvlslon ln tho school ond how doos tho
school bonollt lrom thls
- Extornol control - lroquonc, ol oxtornol control vlslts durlng lost or curront ,oor Who
provldos/conducts oxtornol control ond how long/olton Whot ls tho locus ol tho vlslts (lndl-
vlduol toochors, tho school or both) ond whot t,pos ol vlslts (lull lnspoctlon, short vlslts) oro
conductod Whot ls lts moln omphosls (odmlnlstrotlvo, podogoglcol) Whot hoppons
14 ANTRIEP Research
durlng thoso vlslts How usolul oro thoso vlslts bosod on tho porcoptlon ol tho toochors
ond school hood ls oxtornol control posslbl, llnkod wlth lntornol school ovoluotlon
- Extornol support - thls con conslst ol dlroct odvlco glvon b, suporvlsors ond/or odvlsors
durlng vlslts, podogoglcol mootlngs ond somlnors, ln sorvlco trolnlng coursos, otc. lt con
olso bo provldod b, rosourco contors, school clustors, mostor toochors, otc.. How much
oxtornol support dld tho school rocolvo durlng lost ,oor or curront ,oor How olton ond ln
whot lorm Who oro lnvolvod ond whot oro lts omphosos How usolul oro thoso bosod
on tho porcoptlon ol toochors ond school hood Whot oro tho suggostlons lor lmprovo
mont
Section 6 - Munugement Deuices
a. cloot eretovevt tavviv - doos tho school hovo o cloor locus ol whot lt wonts to ochlovo Doos lt
hovo o school dovolopmont plon ll ,os, how doos tho school proporo tho plon Who oro lnvolvod
Whot oro lts objoctlvos To whot do thoso objoctlvos roloto (lnlrostructuro, toochor bohovlor, loornor
obsontoolsm, studont ochlovomont, otc) Doos lt hovo spoclllc octlvltlos to bo corrlod out ond how
How ls tho plon usod (o.g., os on lnstrumont lor moblllzotlon ond monltorlng) ll ,os, how ll not, to
whot oxtont con ochlovomont orlontotlon stlll bo ldontlllod ln school Whot oro tho moons bolng
usod to crooto such ochlovomont orlontotlon (o productlvo cllmoto ond culturo)
b. ratvatiov av .ccovvtabitit, Derice
- School ovoluotlon - doos tho school undortokos o lorm ol o soll-ovoluotlon procoss cor
rlod out b, tho school ltsoll (stoll ond somotlmos school boord ond poronts) ond ls thls
llnkod to school dovolopmontol plonnlng Aro thoro on, othor t,pos ol school ovoluo
tlon toklng ploco ln tho school ll ,os, how ls lt bolng dono Who oro lnvolvod ond whot
oro tholr rolos Whot ls covorod ln tho ovoluotlon How ls lt llnkod to school lmprovo
mont objoctlvos
- Stondordlzod notlonol tosts ond oxomlnotlons - Do tho, oxlst And ll ,os, ot whot lovol
ond whot ls tho moln purposo Whot klnd ol loodbock doos tho school rocolvo How
doos tho school uso tho rosults lor quollt, lmprovomont purposos
- School occountoblllt, - to whom doos tho school lool occountoblo to (tho s,stom, tho
poronts ond communlt,, tho loornors, othor stokoholdors) Whot mochonlsms oro put ln
ploco, ll on,, to onsuro school occountoblllt,
Methodology
Selection oj Schools
Nonproboblllstlc, purposlvo, purposolul or crltorlon-bosod sompllng wlll bo tho sompllng strotog, to
bo odoptod lor thls coso stud,. Moro portlculorl,, tho schools owordod os tho most olloctlvo schools
lor tho lost throo ,oors wlll bo usod os tho sompllng lromo. Thoso schools wlll bo ronkod bosod on
tholr porlormonco ln tho notlonol stondordlzod tost ond tho hlghost two schools wlll bo tokon, ono
olomontor, school ond ono socondor, school. Tho lollowlng crltorlo wlll bo usod ln tho soloctlon ol
15
somplo schools lrom tho sompllng lromo:
Tho school ls o publlc olomontor, or socondor, school rocognlzod os o woll-monogod
school lor tho lost throo ,oors.
Tho school hos boon conslstontl, rotod b, school outhorltlos os on outstondlng school.
Tho school hos boon o roclplont ol oword(s) os on olloctlvo school.
For tho lost throo ,oors, tho school`s ocodomlc ond non-ocodomlc porlormonco hos boon
conslstontl, much hlghor thon thot ol othor schools ln tho dlvlslon.
Poronts, toochors, ovon studonts, tolk posltlvol, obout tho school.
Tho school must consont to bo tho subjoct ol tho coso stud,.
Dutu Collection MethoJs unJ Sources oj Dutu
Tho coso stud, wlll molnl, uso ln-dopth lntorvlow wlth ko, lnlormonts ond locus group lntorvlow os
tho moln doto gothorlng tochnlquos. Rovlow ol documonts, on-slto obsorvotlons ond uso ol unob-
truslvo doto gothorlng procoduros wlll olso bo utlllzod. Tho lollowlng oro tho sourcos ol doto lor thls
coso stud, rosoorch: school hoods, toochors, loornors, poronts, othor communlt, mombors, locol/
notlonol olllclols, s,stom stoll such os suporvlsors, ond othor olllclols wlth tronsoctlons to tho school.
Documonts, school rocords, ond othor socondor, doto sourcos ond motorlols wlll olso bo lncludod
os doto sourcos.
Tho lollowlng doto gothorlng lnstrumonts wlll bo usod:
ln-dopth lntorvlow guldo lor tho school prlnclpol ond othor soloctod ko, lnlormonts
such os PTA olllcors, communlt, loodors;
Focus group dlscusslon guldo lor toochors, studonts ond poronts;
Guldo lor obsorvlng tho prlnclpol on-slto os ho goos obout porlormlng tho dllloront loodor
shlp ond monogomont lunctlons ond procossos;
Guldo lor documontor, onol,sls
Scolos ond chockllsts
Photo comoro ond vldoo topo rocordors
,ata Analysis Procedures
As thls ls o coso stud, rosoorch, tho moln doto onol,sls procoduro would bo quolltotlvo. Howovor, ln
soctlons whoro thoro ls nood to prosont quontltotlvo doto, quontltotlvo onol,sls wlll bo usod. To
onsuro tho lntornol volldlt, ol tho coso stud, rosoorch, tho lollowlng wlll bo undortokon:
Trlongulotlon - Thls moons uslng sovorol sourcos ol doto to conllrm tho omorglng llndlngs
obout tho succosslul school monogomont s,stom.
Mombor chocks - Thls moons toklng tho doto ond lntorprototlon bock to tho school prlncl-
pol, toochors, poronts, studonts ond communlt, loodors, ln othor words lrom whoro tho doto
woro dorlvod ond osklng thom ll tho coso stud, rosults oro bollovoblo.
Poor oxomlnotlon-Thls moons osklng othor coso stud, rosoorchor-collooguos to commont
on tho llndlngs os tho, omorgo.
Rosoorchor`s blos-Thls moons clorll,lng tho coso stud, rosoorchor`s ossumptlons, worldvlow
ond orlontotlon ot tho boglnnlng ol tho coso stud,.
16 ANTRIEP Research
Tho lollowlng tochnlquos wlll bo odoptod to onsuro thot tho llndlngs ol tho coso stud, oro dopond-
oblo:
Exploln tho ossumptlons bohlnd tho stud,, tho bosls lor soloctlng tho ko, lnlormonts, o do
scrlptlon ol thom ond tho soclol contoxt lrom whlch tho coso stud, doto woro colloctod
Trlonguloto tho doto sourcos or mothods ol doto colloctlon.
Doscrlbo ln dotoll how tho doto woro colloctod, how cotogorlos woro dorlvod, ond how docl
slons woro modo throughout tho coso stud,.
Lessons to be Learnt from Undertaking the Study
Undortoklng thls coso stud, wlll provldo lnslghts lnto tho dllloront loodorshlp ond monogomont
rolos, lunctlons ond procossos os tho, oro porlormod ond proctlcod b, succosslul school hoods.
From thoso lnslghts wlll ovolvo o thoor, or h,pothosls on olloctlvo loodorshlp ond monogomont ol
schools ln tho Phlllpplno contoxt. From thoso lnslghts, too, wlll ovolvo o contoxt-bosod currlculum
lor trolnlng ol prospoctlvo school hoods prlor to ossumlng tholr posts os school hoods. Undortoklng
tho coso stud, ls o roro opportunlt, lor tho ANTRlEP mombor lnstltutlons ond tholr stoll who wlll bo
lnvolvod ln thls projoct to lurthor dovolop tholr copoblllt, ln conductlng rosoorchos thot oro moro
quolltotlvo ln noturo ond mothodolog,. lt ls common knowlodgo thot tho conduct ol rosoorch lor so
mon, ,oors hos boon domlnotod b, tho stotlstlcol, quontltotlvo-orlontod porodlgm thot mon, ol tho
rosoorchors bosod ln tho ANTRlEP lnstltutlons os olsowhoro woro oducotod ond trolnod wlth thls
domlnont porodlgm ln mlnd. Thls coso stud,, whlch ls o quolltotlvo rosoorch strotog,, wlll bo o voluo
oddod to tho stock ol knowlodgo ond oxportlso ovolloblo ln tho ANTRlEP mombor lnstltutlons.
Time Table for Conducting the 2 Case Studies
Tho two coso studlos wlll bo complotod wlthln o porlod ol 10 months, ossumlng slmultonoous un-
dortoklng ol tho two coso studlos. Tho coso stud, wlll stort ln Juno 2003, stort ol school ,oor ln tho
Phlllpplnos, ond wlll ond ln Aprll, 2004, ond ol tho school ,oor. Thls tlmolromo ls lmportont lor tho
coso stud, rosoorchors os tho, wlll bo oblo to obsorvo tho dllloront monogomont procossos ot work
throughout tho school ,oor.
Lxperts who will be Responsible for Undertaking the 2 Case Studies
Dr. Ellglo B. Borsogo, Progrom Dlroctor lor Rosoorch ond Evoluotlon ol SEAMEO lNNOTECH, wlll
coordlnoto tho conduct ol tho two coso studlos ond wlll undortoko ono coso stud,. Tho othor coso
stud, wlll bo undortokon b, o mombor ol tho Rosoorch & Evoluotlon Toom ol SEAMEO lNNOTECH.
SLAMLO INNOTLCH'S Resource Counterpart
Tho lull-tlmo prolosslonol sorvlcos to bo rondorod b, Dr. Borsogo os Coordlnotor ol tho Coso Stud,
Projoct ond os Coso Stud, Wrltor-Rosoorchor wlll bo modo ovolloblo to thls projoct b, SEAMEO
lNNOTECH. Ho wlll bo osslstod b, on ln-houso rosoorchor who wlll llkowlso bo modo ovolloblo lull-
tlmo b, SEAMEO lNNOTECH. A smoll olllco, olllco oqulpmont ond boslc suppllos sholl bo pro-
vldod to tho coso stud, wrltor-rosoorchors.
17
NATIONAL ACADLMY IOR LDUCATIONAL
MANAGLMLNT, DHANMODI, DHAKA, BANGLADLSH
Case Studies on Successful School Management
Country: Bangladesh
Introduction
BuckgrounJ Injormution
Monogomont ol o school ls lnstrumontol lor lts quollt, or, lor thot mottor, lor tho quollt, ol lts porlor-
monco. School monogomont ls tho outcomo ol tho lunctlonlng ol o numbor ol loctors-both ln-school
ond out-ol-school. lt ls tho concortod ollort ol oll thoso loctors or lnputs. But tho slnglo most lmpor-
tont ond honco tho crltlcol lnput ls tho hoodtoochor. Ho ls control to tho ln-school monogomont ond
olso tho brldgo botwoon tho ln-school monogomont ond tho monogomont structuro thot ls oxtornol
to tho school. So, tho lssuo ol lmprovlng school monogomont bolls down to o consldoroblo oxtont to
bulldlng tho copoclt, ol hoodtoochors.
ANTRlEP`s progrom ontltlod `lmprovlng school monogomont : copoclt, bulldlng lor hoodtoochors`
hos boon undortokon ln roollzotlon ol thls loct. Tho progrom hos complotod lts llrst phoso - o dlog-
nostlc stud, on tho rolo ol hoodtoochor.
Tho socond phoso comprlso coso studlos on succosslul school monogomont. ln-dopth studlos on
cosos ol good monogomont proctlcos would holp llnd out tho olomonts rosponslblo lor succoss. Thls
mo, lorm tho bosls lor o mochonlsm thot ANTRlEP ottompts to dovolop lor lmprovlng schools wlth
lnolllclont monogomont ond hoodtoochors wlth poor monogomont copoclt,.
Bonglodosh, wlth on oroo ol 147,570 sq.km. hos o populotlon ol 130 mllllon. Educotlon ln
Bonglodosh hovo throo mojor stogos-prlmor,, socondor, ond hlghor. Prlmor, oducotlon ls lmportod
b, prlmor, lovol lnstltutlons, socondor, oducotlon ls lmportod b, junlor socondor,, socondor, ond
hlghor socondor, lovol lnstltutlons whllo hlghor oducotlon ls lmportod b, dogroo collogos, unlvorsl-
tlos ond othor hlghor lovol lnstltutlons lor orgonlzotlo ond prolosslonol oducotlon.
Thoro oro 11 t,pos ol prlmor, lovol lnstltutlons whllo tho socondor, lovol hos throo molnstrooms-
gonorol, modrosoh ond tochnlcol-vocotlonol. Tho numbor ol molnstroom prlmor, schools (govorn-
mont, non-govornmont roglstorod ond non-govornmont non-roglstorod) ls 62000, thot ol puplls ond
toochors oro 17.6m ond .24m (2001) rospoctlvol,. Tho totol numbor ol gonorol oducotlon socond-
18 ANTRIEP Research
or, schools ls 15460, thoso ol puplls ond toochors oro 7.4m ond .17 m rospoctlvol,. Tho GER ond
NER ot tho prlmor, lovol oro 7 ond n.o (2000) whllo thoso ot tho socondor, oro 41 ond 32 rospoc-
tlvol,.
Tho succoss roto ot tho socondor, lovol vorlod botwoon 35% to 54.2% durlng tho porlod 18 to
2001 lmpl,lng low quollt, ol oducotlon ond low lovol ol olllclonc, ol tho s,stom.
Tle Countr unJ 5clool Contexts
Tho countr, prolllo wlll bo provldod to lurnlsh tho undorstondlng rogordlng tho sottlng
ln whlch tho school lunctlons. Also, gonorol lnlormotlon rolotlng to tho school wlll bo
glvon to hovo o cloor plcturo ol tho school ond lts lunctlonlng.
Tle ln-5clool Munugement
Tho monogomont ol tho school wlll bo doolt wlth ot longth. All tho portnors ln
mon ogomont -tho school monoglng commlttoo, tho hoodtoochor, tho osslstont
hoodtoochor, tho sonlor toochors, othor stokoholdors wlll bo oncompossod.
Tle HeuJteucler
Tho moln locus ol tho stud, wlll bo tho ln-school monogomont whllo tho spoclol locus
wlll bo tho hoodtoochor. Hls controllt, to both tho ln-school ond oxtornol monogomont
structuro wlll bo oxplorod. Tho hoodtoochor`s prolllo, tho dlstlnctlvo choroctorlstlcs ol
tho hoodtoochor, tho spoclolltlos ol hls lunctlonlng wlll bo dlognosod.
Tle Role oj tle HeuJteucler
Thls wlll bo ono ol tho mojor locl ol tho stud,. Thls wlll conslst ol looturlng tho
hoodtoochor`s monogorlol rolo wlth oll lts lunctlonol lmpllcotlons, hls loodorshlp
rolo, ond hls copobllltlos to rosolvo conlllct ond crlsos ond monoglng chongos
Tle lnnooutons
Tho othor lmportont locus wlll bo on tho lnnovotlons tho hoodtoochor lntroducod
whlch contrlbutod to hls ond tho school`s succoss.
Communt nooloement unJ contrbuton
Communlt, lnvolvomont ln school ollolrs ond lts contrlbutlon to school dovolopmont
wlll lorm o port ol tho stud,. Attompts wlll bo tokon to oxomlno communlt, contrlbutlon
to tho succoss ol tho school.
19
5clool Eouluuton
Tho school ovoluotlon thot ls currontl, ln proctlco ln tho countr, wlll bo rovlowod wlth
tho olm ln vlow to ldontll, thot port ol tho succoss ol tho school thot could bo ottrlbutod to
tho s,stom ol school ovoluotlon. School soll-ovoluotlon, ll on,, wlll olso bo tokon lnto
consldorotlon.
Tle 5upport
Tho support, both ln-school ond out-ol-school- tho hoodtoochor ond tho school ro
colvos ond whlch contrlbutod to tho succoss ol tho school wlll como undor tho purvlow
ol tho stud,
The Reasons for the Research
Tho quollt, ol oducotlonol output ls tho lunctlon ol tho quolltlos ol tho lnputs ond tho procossos ol
tho s,stom. Monogomont ol o school ls both on lnput ond o procoss lor tho school s,stom.. Succoss-
lul schools oro monllostotlons ol succosslul monogomont. An lntonslvo stud, ol monogomont ol tho
succosslul schools wlll plnpolnt tho loctors thot brought succoss to tho lnstltutlons. Thoso llndlngs
mo, thon bo utlllzod lor doclslon moklng whlch, ll proporl, lmplomontod, wlll rosult ln lmprovlng
school ond oducotlon quollt,.
Monogomont os on lssuo ln tho socondor, oducotlon sub-soctor ol tho countr, stortod golnlng ground
ln tho nlnotlos. ln tho oorl, nlnotlos, thoro wos romorkoblo lncrooso ln tho numbor ol socondor,
schools ostobllshod molnl, on prlvoto lnltlotlvos. Thls lncrooso rosultod lrom tho onhoncomont ol
prlmor, onrolmonts consoquont upon tho lmplomontotlon ol tho Unlvorsol Prlmor, Educotlon (UPE)
progrommo slnco 185. But tho duol botwoon occoss ond quollt, romolnod to bo sotlsloctorll, ro-
solvod. Ensurlng quollt, ot thls lovol ol oducotlon romolnod to bo ono ol tho prlmo oroos lor concorn
ond octlon. So, on onqulr, lnto tho tho succoss cosos wlll bo ol voluo.
Most schools ln Bonglodosh, both ot tho prlmor, ond socondor, sub-soctors, hovo to copo wlth
rosourco constrolnts. A stud, on succosslul schools wlll rovool tho wo,s ond moons ol ovorcomlng
multllorlous hlndroncos rosultlng lrom tho rosourco constrolnts ond olso lrom multllocotod soclo-
polltlcol probloms.
Studlos corrlod out ln tho oorl, 10s polntod out tho urgonc, ol monogomont lssuo to bo tokon
lnto consldorotlon. Govornmont pollc, prlorltlos, omong othors, lncludo strongthonlng monogo-
mont ond olllclonc, ot tho prlmor, lovol ond strongthonlng monogomont wlth docontrollzotlon ot
socondor, lovol. A rovlow ol tho studlos thot oxtondod rosoorch support to tho 5
th
llvo ,oor plon(17-
2002) ond olso tho plon documont ltsoll dlsplo,s o common thlnklng thot tho oducotlonol odmlnls-
trotlon ond monogomont hos to bo docontrollzod down to tho school lovol ll tho oducotlon s,stom ls
to run olllclontl,.
20 ANTRIEP Research
But docontrollzotlon prosupposo tho proporodnoss ol tho ln-school monogomont to shouldorlng tho
rosponslbllltlos bostowod on thom. Tho ko, to ln-school monogomont ls tho hoodtoochor. ln thls
contoxt o stud, on succosslul school monogomont wlll bo onllghtonlng. Thls ls on opportunlt, to
oxomlno tho looslblllt, ond proctlcoblllt, ol tho proposod docontrollzotlon.
2. Objectives of the Study
Specijic Objectiues
Tho stud, wlll bo conductod wlth tho lollowlng objoctlvos ln vlow :
l. Anol,zlng tho octuol oporotlon ol ln-school monogomont locuslng on tho rolo ol
hoodtoochors
ll. ldontll,lng tho monogomont rolotod dotormlnonts- both ln-school ond out-ol-school thot
lod to tho succoss ol tho schools
lll. Undorstondlng tho d,nomlcs ol communlt, portlclpotlon ln lmprovlng school quollt,
lv. Assosslng tho lmportonco ol school ovoluotlon mochonlsm ln ostobllshlng school oc
countoblllt,
v. ldontll,lng tho dlstlnctlvo choroctorlstlcs ol o succosslul school hood.
vl. Furnlshlng o boso lor pollc, octlons lor lmprovlng tho quollt, ol oducotlon through tho
lmprovomont ol monogomont proctlcos.
vll. Exomlnlng tho oxtont to whlch tho hoodtoochor ond tho ln-school monogomont con
lorms to tho prlnclplos ond lunctlons ol monogomont os onunclotod ln tho thoorotlcol
lltoroturo.
Research Questions
Part1( vcloot Mavaevevt ,
Whot ls tho structuro ol ln-school monogomont ond whot ls lts octuol oporotlonol modo
Who oro tho dllloront octors ln monoglng tho humon, ph,slcol, llnonclol rosourcos ond
ocodomlc mottors ln tho school
How olloctlvol, oro tho octors monoglng tho dllloront oroos ln o school
How lor oro tho osslstont toochors lnvolvod ln tho monogomont ol tho school
ls thoro on, lnconslstonc, or closh botwoon tho ln-school ond out-ol-school monogo
mont structuro ond procoss
Whot ls tho contrlbutlon ol tho ln-school monogomont to tho succoss ol tho school
Part2 (Rote av |vvctiov of leateacler,
Whot oro tho routlno lunctlons thot o hoodtoochor ls roqulrod to porlorm
Whot rolo tho hoodtoochor con ond ls oxpoctod to plo, wlthln tho rogulotor, lromo
work provldod b, tho govornmont
Whot rolo ls ho octuoll, plo,lng
How lor ls tho hoodtoochor oworo ol tho spoclllc lunctlons ol o monogomont l.o plon
21
nlng (onnuol plon, losson plon, ocodomlc plon, dovolopmont plon), orgonlzotl (sottlng
tho orgonlzotlonol structuro, ostobllshlng tho suporlor-subordlnoto rolotlonshlp otc.),
stolllng (toochor ond stoll monogomont), dlroctlng (guldlng, loodlng. lnsplrlng, supor
vlslng), coordlnotlng ond controlllng
How olloctlvol, doos ho porlorm thoso monogorlol lunctlons ln tho contoxt ol hls
school
How olllclontl, doos ho porlorm tho lunctlons rolotod to currlculum (toochlng-loornlng,
oxtro-currlculor ond loornor ovoluotlon) monogomont
Whot scopo/outhorlt, doos tho hoodtoochor ond tho ln-school monogomont structuro
hovo ln ordor thot lntondod lnnovotlons bo lmplomontod
Whot lnnovotlvo moosuros hos tho hoodtoochor lntroducod ln tho school
Whot dlstlnctlvo porsonol trolts ond prolosslonol quollllcotlons ol tho hoodtoochor lod
tho school to succoss
Whot ls tho oxtont ol tho rolo-consclousnoss ol tho hoodtoochor
Part(Covvvvit, Particiatiov,
Whot oro tho dllloront lorms ol communlt, lnvolvomont ln school monogomont
Whot ls tho communlt, contrlbutlon ln lmprovlng school monogomont ond olso ln
lmplomontlng lnnovotlons
Whot oro tho wo,s to moko communlt, portlclpotlon moonlnglul
Whot ls tho communlt, contrlbutlon ln ovolvlng ond lntroduclng lnnovotlons
Whot ls tho nocosslt, ol communlt, lnvolvomont lor quollt, lmprovomont
Part1 (tervat vort,
Whot support to schools, toochors ond hoodtoochors doos tho oxtornol monogomont
ond odmlnlstrotlon structuro (control, roglonol ond locol) provldo to holp tho ln-school
monogomont
Whot doos tho othor ogonclos llko NGOs provldo
Part: (cloot ratvatiov,
ln whot wo,s ond how lor doos tho provolllng school ovoluotlon mochonlsm copocltotos
schools to go lor school-bosod monogomont l.o. dologotlon ol outhorlt,
ln whot wo,s ond how lor doos tho school ovoluotlon s,stom work posltlvol, ln ostob-
llshlng occountoblllt, ol tho school to tho ln-school ond out-ol-school monogomont ond
olso to tho communlt,
3. Selection of Schools for Case Study
Number oj Schools
o) A group ol 4 succosslul schools wlll bo trootod os tho `coso`.
b) Tho group wlll comprlso :
l) Ono urbon socondor, school (govornmont)
22 ANTRIEP Research
ll) Ono urbon socondor, school (non-govornmont)
lll) Ono rurol socondor, school (non-govornmont)
lv) Ono suburbon socondor, school (non-govornmont)
The Selection Criteriu
Succosslul schools wlll bo ldontlllod on tho bosls ol o sot ol porlormonco lndlcotors.
l) ln dotormlnlng tho porlormonco lndlcotors, rosults ol school ovoluotlon os proctlcod ln
socondor, sub-soctors wlll bo usod. Schools oro cotogorlzod os A, B, C ond D lndlcotlng
tho bost schools, tho noxt bost schools ond so on rospoctlvol,.
ll) Achlovlng `A` grodo lor tho lost throo ,oors
lll) Succoss roto ot tho publlc oxomlnotlon. Schools ochlovlng 0% ond obovo (lor urbon
schools) ond 80% ond obovo (lor rurol schools) succoss rotos wlll bo consldorod `suc
cosslul`
lv) Lovol ol ottolnmonts ol tho succosslul loornors
v) Studont ottondonco roto
vl) Ropotltlon/promotlon roto ot tho lntornol oxomlnotlons
vll) Avorogo drop out roto
vlll) Gonorol roputotlon ol tho school ln tho locollt,/ot tho notlonol lovol
4. The Methodology and Instruments
Cenerul Approuch
ln conductlng tho stud,, both tho prlmor, ond socondor, doto wlll bo rosortod to. Exlstlng lltoroturo
on school monogomont wlll bo rovlowod, stotlstlcs onol,sod ond ovolloblo school prolllos studlod.
ln-dopth stud, ol tho schools wlll bo undortokon. Slmultonoousl,, tho school wlll bo undor oxton-
slvo stud, whlch wlll oncomposs oll tho ospocts ol tho school ond lts lunctlonlng. Tho stud, wlll
ottompt ot covorlng oll tho mojor ond most ol oll othor ovonts thot toko ploco throughout tho wholo
ocodomlc ,oor.
Dutu Collection
For colloctlng doto, tho mojor lnstrumonts wlll bo quostlonnolro, lntorvlow ond obsorvotlon. Tho
quostlonnolro wlll bo so doslgnod os to moko lntonslvo lnvostlgotlon ol tho soclol unlt l.o. tho school.
Tho quostlonnolro wlll bo torgotod to tho hoodtoochors, toochors, studonts, ond school stoll othor
thon toochors, school monoglng commlttoos, tho guordlons ond othor stokoholdors. lntorvlow ol
concornod porsons wlll bo tho othor lmportont lnstrumont. For ollcltlng doto, lntorvlows wlll bo both
structurod ond unstructurod. Obsorvotlons wlll bo on oquoll, lmportont lnstrumont lor doto colloctlon.
Tho rosoorchors wlll corr, out obsorvotlons ol tho school lunctlonlng, toochor ond loornor bohovlour,
tho school monogomont & hoodtoochor ln octlon. Dllloront dovlcos llko chock llst, obsorvotlon dlor,
otc. wlll bo usod. Audlo-vlsuol olds wlll olso bo usod. ln oddltlon, locus group mootlngs wlll bo
orrongod.
23
Dutu Anulysis MethoJ
Doto wlll bo procossod ond onol,sod monuoll,. Stotlstlcol mothods ond tools, whoro oppllcoblo, wlll
bo usod. As doto wlll bo both quolltotlvo ond quontltotlvo ond os coso studlos oro quolltotlvo rosoorch
undortoklng ln-dopth oxomlnotlon ol tho gonorol noturo ol o phonomono, word doscrlptlons wlll
prodomlnoto stotlstlcol onol,sls.
S. Lxpected Results
Nuture unJ Contents oj the Cuse StuJy
Tho coso stud, would, os o prologuo to tho school spoclllc monogomont lssuos, covor tho gonorol
monogomont lssuos ln o socondor, school ln Bonglodosh. Bosldos, tho posltlon ol o hoodtoochors
wlll bo rovlowod ln tho contoxt ol tho outhorlt, vostod ln hlm ond tho rosponslbllltlos ho ls ontrustod
wlth os por tho rulos ond rogulotlons ln lorco ln tho countr,. Thls wlll bo dono wlth tho olm to ossoss
tho noturo ond oxtont ol tho rolo ol tho hoodtoochor ln tho ln-school monogomont ond ln turnlng hls
school lnto o succosslul ono. Followlng thls, tho spoclllc lnnovotlvo moosuros ond stops os tokon
ond lmplomontod b, tho monogomont wlll bo oddrossod. As such, tho structuro ond contonts ol tho
coso stud, mo, bo spolt out os lollows :
Bonglodosh, lts oducotlon s,stom wlth spoclol roloronco to prlmor, ond socondor, sub-soctors, Also,
tho oxtornol monogomont, plonnlng ond school llnonclng wlll bo lncludod. Tho stud, wlll hovo
dotolls ol tho school doplctlng tho school prolllo. Tho lntornol monogomont wlth tho hoodtoochor ln
tho locus, tho porlormonco ol tho hoodtoochor ln tho dllloront spoclllc monogorlol lunctlons, tho
choroctorlstlcs ol tho hoodtoochor ond tho sclonco ond ort ol monogomont ho oppllos wlll lorm tho
moln port ol tho stud,. Thls port wlll olso lncludo tho lnnovotlvo moosuros thot tho school monogo-
mont ond spocloll, tho hoodtoochor oro ovolvlng ond lmplomontlng. Communlt, portlclpotlon ln
school monogomont wlll bo doolt ln somo dotolls. School ovoluotlon s,stom os tho, oro oporotlng
ond tholr lmpoct on lmprovomont ol school quollt, wlll lorm oport ol tho stud,.
Mojor llndlngs ond Rocommondotlons wlll lorm tho concludlng port ol tho stud,.
Iessons to be Ieurnt unJ Benejits to be DeriueJ jrom UnJertuking the StuJy
(o) Wo,s ol ovorcomlng rosourco constrolnts through monogomont tochnlquos
(b) Tho lntornol monogomont structuro ond lts lunctlonlng ln schools
(c) Dogroo ond noturo ol vorlotlons ln tho ort ol monoglng schools b, dllloront hood tooch
ors os would bo ovldont lrom stud,lng monogomont proctlcos ln o numbor ol succosslul
(d) Noturo ol communlt, portlclpotlon ln succosslul schools ond tho oxtont ol lts
contrlbutlon to tho succoss ol tho lnstltutlon
(o) Thot monogomont strotoglos oro lnstrumontol lor ovorcomlng constrolnts ond ottolnlng
succoss
(l) Tho stoto ond oxtont ol oxtornol support to school monogomont ond tholr contrlbutlon to
tho succoss ol tho school
24 ANTRIEP Research
(g) Tho corrolotlon botwoon tho lntroductlon ol school ovoluotlon ond tho ostobllshmont ol
occountoblllt,
(h) Extont ol conlormlt, ol school monogors to tho prlnclplos ol monogomont sclonco
(l) Copoclt, bulldlng ol locultlos ol ANTRlEP mombor lnstltutlons ln quolltotlvo rosoorch
(j) An lmplomontoblo modol ol hoodtoochors/school monogomont thot wlll omorgo lrom
tho stud,
(k) Coso studlos ol lour schools ond ono rosoorch roport consolldotlng tho lour soporoto
roports.
6. Operational Plan
Sl. No Time period Activities
1. Aprll, 2003 Flnollslng tho rosoorch proposol
2. 01-15 Mo,, 2003 Soloctlon ol schools, gottlng tho odmlnlstrotlvo
opprovol ond consont ol tho schools lor conductlng
tho stud,/studlos
3. 16 Mo, to 07 Juno, 2003 Proporotlon ol quostlonnolros ond othor lnstrumonts
4. 08 Juno to 15 Soptombor, 2003 Doto colloctlon
5. 16 Sopt. to 15 Oct., 2003 Drolt ol tho studlos proporod
6. End Oct., 2003 Workshop to rovlow tho drolt roport ond progross
ol tho studlos
7. Nov., 2003 Flnollsotlon ol tho drolts on tho bosls ol tho llndlngs ol
tho Workshop
8. Docombor, 2003 Consolldotlng tho lour studlos lnto ono
. Jonuor,, 2004 Prlntlng, publlcotlon ond dlssomlnotlon ol tho studlos
Stolllng Roqulromonts
Staffing Requirements
Four rosoorchors wlll bo noodod lor conductlng studlos ln tho proposod lour schools. Roohl Zoklo
Dowon, Doput, Dlroctor, NAEM wlll bo tho toom loodor. Tho othor throo mombors wlll bo lrom
NAEM. Eoch ono ol tho lour rosoorchors wlll bo rosponslblo lor coso stud, on ono school. Tho
toom loodor wlll co-ordlnoto tho rosoorch octlvltlos ond consolldoto tho lour roports.
Roohi Zakia Dewan
Deputy Director (Res. & Doc.)
NALM, Dhaka
25
NATIONAL COUNCIL IOR LDUCATIONAL RLSLARCH
AND TRAINING (NCLRT), SRI AUROBINDO MARG,
NLW DLLHI- INDIA
Successful School Management :
A Case Study Of Some Navodaya Vidyalayas
J. Background and Rationale
1.1 BuckgrounJ Injormution
lndlo stonds commlttod to provldo good quollt, oducotlon to oll soctlons ol tho soclot,. Vorlous
ollorts hovo boon modo ln tho post towords thls ond. As o consoquonco, tho odult lltoroc, roto,
whlch wos 14 por cont ot tho tlmo ol lndopondonco ln 147 roso to 65.38 por cont ln 2001. Thoro
hos boon on lncrooso ol obout 13 por cont ln lltoroc, roto ln tho lost ono docodo olono. Ono would,
howovor, obsorvo lorgo dlsporltlos ln tho lltoroc, rotos ol molos ond lomolos, os woll os ln tho urbon
ond tho rurol oroos. Roollslng thot thoro ls o dlvldo botwoon tho rurol ond urbon populoco ln lltoroc,
ond moro so botwoon molo ond lomolo ln both rurol ond urbon cotogorlos, concortod ollorts hovo
boon modo to ochlovo oducotlon lor oll wlth quollt, ond oquollt,. Howovor, ot tho prlmor, ond
olomontor, lovols, tho lssuos ol onrolmont ond drop out stlll poso sorlous probloms. lt ls unlvorsoll,
occoptod thot chlldron wlth spoclol tolont or optltudo should bo provldod opportunltlos to procood
ot o lostor poco, b, moklng good quollt, oducotlon ovolloblo to thom lrrospoctlvo ol tholr copoclt, to
po, lor lt, Honco, ln pursuonco ol tho Notlonol Pollc, on Educotlon (186) poco -sottlng schools
collod Novodo,o vld,olo,os, woro sot up ln lndlo so thot tolontod, brlght ond glltod rurol chlldron
wlth spoclol optltudo, prodomlnontl, lrom rurol oroos ond lrom poor housoholds who oro lor vorl-
ous soclo-oconomlc roosons unoblo to ovoll ol oducotlonol locllltlos ln good quollt, schools whoro
loos ond othor oxponsos oro bo,ond tholr moons oro provldod wlth quollt, oducotlon ln thoso
schools. A soporoto bod, collod Novodo,o Vld,olo,o Somltl wos sot to run thoso schools. Thoso
oro rosldontlol schools lntondod to bo tho schools ol oxcollonco, ono ln ooch dlstrlct, couplod wlth
oqult, ond soclol justlco to promoto notlonol lntogrotlon b, provldlng opportunltlos to tolontod
chlldron lorgol, rurol, to dovolop tholr lull potontlol. Envlsogod os modol ond poco-sottlng lnstltu-
tlons to lood socondor, oducotlon os nood bosod ond on olloctlvo s,stom, tho Jowohor Novodo,o
Vld,olo,os` mojor objoctlvos oro quollt, oducotlon wlth o strong componont ol culturo, lnculcotlon
ol voluos, promotlon ol notlonol lntogrotlon, odvonturo octlvltlos, ph,slcol oducotlon ond tho stud,
ol throo longuogos. Tho Vld,olo,os sorvo os locol polnts lor lmprovlng quollt, ol oducotlon through
26 ANTRIEP Research
shorlng ol oxporlonco ond locllltlos wlth othor schools ln tho dlstrlct ond hos producod oncouroglng
rosults ond oxporloncos, portlculorl, ln torms ol porlormonco ol dlsodvontogod studonts. Tho olloc-
tlvo monogomont ol tho school ln ovor, dlstrlct lnvolvos othor ogonclos, communlt,, ond olllclols ol
tho stoto govornmonts. Thoso oro rosldontlol schools ond tho ontlro oxpondlturo on tholr ostobllsh-
mont ond molntononco ls borno b, tho Unlon Govornmont ol lndlo. Educotlon ln tho Vld,olo,os ls
lroo lor oll onrollod studonts ond lncludos boord ond lodglng, suppl, ol books, unllorms otc. Tho
studonts oro odmlttod ln closs Vl ond contlnuo tholr oducotlon up to sonlor socondor, l.o. closs Xll.
Tho products ol tho Vld,olo,os hovo lound plocomonts ln good lnstltutlons ol hlghor loornlng ond
ln romunorotlvo jobs.
Tho studlos oxomlnlng tho monogomont ol succosslul schools, ln tho lndlon contoxt oro llmltod. M.
Horldos (12), ln on NCERT sponsorod stud,, oxomlnod tho lmplomontotlon ol tho Novodo,o
Vld,olo,o Schomo ln tho stoto ol Korolo. Two ol tho lour Novodo,o Vld,olo,os stortod ln Korolo
durlng 186 ond 187 woro covorod ln tho stud,. lt wos roportod thot toochlng ond non-toochlng
stoll woro quollllod though tho lnlrostructuro locllltlos noodod lmprovomont. Anothor slgnlllcont
llndlng ol tho stud, wos thot tho poco sottlng rolo oxpoctod ol Novodo,o Schools wos not ovldont os
tho schools woro lsolotod lrom othor schools. A rosoorch coordlnotod b, R. Govlndo (2002) lor
ANTRlEP oxomlnod tho rolo ol hood toochors ln school monogomont ln 6 stotos ln lndlo. lt ono-
l,zod vorlous rolos, lunctlons ond porlormonco ol Hood Toochors ol dllloront stogos ond dllloront
t,pos ol schools ln tho stotos. lt olso suggostod lnductlon trolnlng ond ln-sorvlco ond noodod to
oqulp thom. As tho stud, wos conductod ln 6 dllloront stotos, tho rosults vorlod. Somo stotos ro-
portod thot Hood toochors who could olloctlvol, monogo tho school oro lound to hovo modo por-
sonol ollorts lor lmprovlng tho school sltuotlon ln oll rospocts wlth tho constrolnts. lt olso suggostod
thot moro outonom, noods to bo glvon to Hood Toochors. Tho stud, on tho loodorshlp prolllos ol
school olloctlvonoss b, Shoshlkolo, Monohoron, Mohon ond Vonkotcholom (2000) roportod thot
vlslon ond mlsslon, rolotlonshlp, porlormonco ond orgonlsotlonol doslgns contrlbuto to tho olloc-
tlvonoss ln school monogomont ond olloctlvo loodors lood to olloctlvo schoollng whlch ln turn ro-
sults ln docrooso ln drop out, lncrooso ln rotontlon, unlvorsol onrolmont ond onhonco quollt, prl-
mor, oducotlon.
1.2. Precise IocusZTopic
Tho prosont coso stud, ls ln pursuonco ol tho lntornotlonol lnstltuto ol Educotlonol Plonnlng (llEP),
whlch ls complllng coso studlos on monogomont ol succosslul schools. Whllo tho Novodo,o Vld,olo,os
oro oxpoctod to bo tho poco sottlng schools, tho survo, ol lltoroturo rovools thot not mon, studlos
hovo boon conductod on tho monogomont lunctlonlng ol JNVs. Bosldos no ottompt sooms to bo
hovo boon modo to lnvostlgoto tho vorlous poromotors whlch lood to tho succosslul school monogo-
mont omong tho oxlstlng 450 schools undor tho NVS. Thoroloro, tho prosont stud, ol succosslul
monogomont ol JNVs wlth portlculor roloronco to vorlous monogomont ospoct ls tokon up wlth o
vlow to stud, tho dllloront dlmonslons ol tho monogomont ol succosslul schools ol Novodo,o
Vld,olo,o Somltl. Tho moln olm ol tho stud, ls to prosont o crltlcol undorstondlng ol vorlous dlmon-
slons ol tho monogomont ol succosslul schools ln NVS. Tho Coso Stud, wlll oxploro tho monogo-
mont proctlcos ol vorlous octors thot mo, subsoquontl, holp othor schools to lmprovo tholr proc-
27
tlcos. lt lntonds to oxomlno tho rolo ol hood toochors, lntornol monogomont ol school, rolo ol tooch-
lng ond non-toochlng stoll, ond oxtornol support ond suporvlslon towords succosslul monogomont
ol tho school.
Hood Toochors plo, o control rolo ln tho plonnlng ond monogomont ol school octlvltlos. Tholr
mojor tosk ls to onsuro olloctlvo rosourco moblllzotlon ln torms ol llnonclol, odmlnlstrotlvo, currlculor
ond non-currlculor octlvltlos, os woll os llnkogo wlth Novodo,o Vld,olo,o Somltl, dlstrlct odmlnlstro-
tlon ond communlt,. Slnco JNVs oro lull, rosldontlol schools, Hood Toochor`s rolo bocomos vltol ln
tho monogomont ol hostols ond moss lor studonts ond toochors. Slnco tho JNVs oro lull, lundod b,
tho Control Govornmont, onsurlng opproprloto ond tlmol, rolooso ol lunds ond tholr propor utlllzo-
tlon ls o cruclol tosk ol tho Hood Toochors. lncludod undor odmlnlstrotlvo oro ph,slcol ond motorlol
monogomont, stoll monogomont, dlsclpllno otc. Acodomlc (currlculor ond non-currlculor) monogo-
mont lnvolvos onsurlng propor suppl, ol toochlng-loornlng motorlols, proporotlon ol doll, schodulo
lor toochlng ond othor currlculor octlvltlos, toochlng ond onsurlng runnlng ol clossos b, othor tooch-
ors, oxomlnotlons, orgonlslng culturol octlvltlos lncludlng sports, otc. Tho Hood Toochors oro olso
roqulrod to orgonlso opportunltlos lor coroor dovolopmont ol toochors ond studonts. Tho, hovo olso
to llolson wlth dlstrlct odmlnlstrotlon os Dlstrlct Moglstroto ol tho dlstrlct lunctlons os tho Cholrmon ol
tho school. Llnkogo wlth tho poronts ls olso o cruclol tosk. Tho prosont coso stud, wlll lncludo
monogomont ol oll thoso rolos ond lunctlons ol Hood Toochors.
Tho rosponslblllt, ol tho monogomont ol tho schools oro olso shorod b, tho toochors who plo,
mojor rolos ln tho monogomont ol currlculor ond co-currlculor octlvltlos os woll os cortoln support
locllltlos. Slnco tho JNVs oro rosldontlol schools, tho toochors hovo to shouldor oddltlonol rosponsl-
bllltlos such os houso mostors, moss ln chorgos, ln chorgo ol clubs, otc. Tho NVS hovo o woll-
dollnod monogomont s,stom ln whlch tho Dlstrlct Moglstroto ol tho dlstrlct ls tho cholrmon ol tho
monogomont commlttoo. ln oddltlon thoro ls on Advlsor, Commlttoo. Tho stud, wlll oxploro tho
rolotlonshlp botwoon ond omong tho vorlous octors ot dllloront lovols ol monogomont both lntornol
monogomont ond oxtornol support ond tholr lmpoct on tho succosslul monogomont ol school. Tho
monogomont proctlcos odoptod ln tho school crooto o cllmoto, whlch ollocts tho lunctlonlng ol tho
school. Tho stud, wlll olso oxomlno somo ol tho dlmonslons ol school cllmoto.
1.3. Beusons jor the Beseurch
Jowohor Novodo,o Vld,olo,os sorvo os poco sottlng schools ln ooch dlstrlct. Tho monogomont ol
schools b, o woll-dollnod s,stom ol odmlnlstrotlon whlch lnvolvos ovor, stokoholdor ln doclslon-
moklng procoss could provldo good modol lor othor lnstltutlons to lollow. Along wlth tho Hood
Toochor/Prlnclpol, tho rolo plo,od b, vorlous octors ln tho lntornol monogomont ond oxtornol sup-
port ond suporvlslon oro vor, vltol ond cruclol to tho succosslul ond olloctlvo monogomont ond
lunctlonlng ol tho schools. lt wlll bo rowordlng to oxomlno tho vorlous dlmonslons ol tho monogo-
mont ond lunctlons ol somo ol succosslul Novodo,o Vld,olo,os. Thls would provldo rlch lnlormo-
tlon lor bottor plonnlng, monogomont, ond to provldo quollt, oducotlon ln tho Novodo,o Vld,olo,os.
Thls mo, olso sorvo os o modol ln tho dovoloplng countrlos lor lntroduclng lnltlotlvos to provldo
quollt, oducotlon to tho dlsodvontogod populotlon/groups.
28 ANTRIEP Research
2. Objectives
2.1. Objectiues oj the StuJys
Tho moln objoctlvos ol tho stud, lncludo tho lollowlng:
1. To stud, tho rolo ond lunctlons ol Hood Toochors, toochors ond othor octors ln plonnlng ond
lmplomontotlon ol vorlous octlvltlos (currlculor ond co-currlculor, odmlnlstrotlvo ond llnon-
clol, otc.) ol succosslul JNVs.
2. To stud, tho monogomont ol spoclllc rolotlonshlps botwoon ond omongst vorlous octors ln
succosslul JNVs.
3. To oxomlno tho monogomont ol toochor-loornlng procossos ln succosslul JNVs, ond lts lunc-
tlonlng os support to othor schools ln o dlstrlct.
4. To oxomlno tho monogomont ol support condltlons, such os support rocolvod lrom tho
Novodo,o Vld,olo,o Somltl, motorlol ond rosourco support, ond llnkogo wlth tho poronts.
2.2. Beseurch Questions
Tho stud, would ottompt to onswor tho lollowlng rosoorch quostlons:
1. How do Hood Toochors (Prlnclpols) ol succosslul JNVs plon ond lmplomont llnonclol, lnlro
structurol, ocodomlc (toochlng-loornlng ond studont ovoluotlon), ond humon rosourcos How
do tho, communlcoto wlth toochors, studonts, poronts, monogomont ond othors Whot rolo
do toochors plo, ln tho monogomont ol thoso schools Whot ls tho oxtont ol lloxlblllt, ond
outonom, grontod to vorlous octors ln tho lunctlonlng ol thoso schools ls thoro compotlbll-
lt, botwoon tlmo spont ln lormol ond lnlormol sottlngs b, studonts ond toochors wlthln tho
school
2. How do toochors, poronts, studonts ond othors lool obout vorlous monogomont proctlcos ln
thoso succosslul schools Whot ls tho noturo ol lntorporsonol rolotlonshlp omongst tho tooch-
ors, tho studonts ond othor lunctlonorlos Whot klnd ol rolotlonshlp doos tho hood toochor
hovo wlth tho loornors Whot ls tho s,stom ol roword ond punlshmont ln tho school How ls
dlsclpllno molntolnod ln tho school
3. Whot oro tho lnnovotlons ln clossroom monogomont ln thoso schools Whot ls tho pottorn ol
lntoroctlon botwoon JNVs ond othor schools ln tho dlstrlct ln whot wo, thoso schools holp
promotlng currlculor ond co-currlculor octlvltlos ln othor schools
4. How ond to whot oxtont doos tho monogomont ol Jowohor Novodo,o Vld,olo,os (JNVs)
contrlbuto to tholr succoss How oro tho roqulromont ol support motorlols (roodlng, closs-
rooms ond toochlng oldos, hostol ond lood, rocrootlonol locllltlos, otc.) oro monogod ln thoso
schools To whot oxtont thoso schools oro oblo to ostobllsh rolotlonshlp wlth tho poronts ond
tho communlt,
29
3. Selection of Schools for Case Study
Numbor ol Schools ~ Throo
3.1 Selection Criteriu
Tho schools wlll bo soloctod on tho lollowlng bosls:
1. All tho JNVs wlll bo ronkod bosod upon tholr ocodomlc porlormonco (rosults) ovor throo
,oors ln 10th ond 12th Boord oxomlnotlons. Top 20 schools wlll bo soloctod ot tho llrst
lnstonco.
2. lnlormotlon obout co-currlculor/oxtro-currlculor octlvltlos ln torms ol (o) lroquonc,, (b) lovol
ol portlclpotlon (lntor-school wlthln NVS ond lntor-school outsldo NVS), ond (c) oxcollonco
(prlzos, owords, otc.) wlll bo colloctod lrom thoso twont, schools ond poolod wlth opproprl-
oto wolghtogos glvon to vorlous dlmonslons to ronk 20 schools on thls crltorlo.
3. Altor ronklng thoso 20 schools, top 2 schools wlll bo soloctod strolghtwo,. Tho thlrd school
wlll bo purposolull, soloctod ll on, ol thoso 20 schools oro locotod ln o bockword dlstrlct
(wlth low lomolo lltoroc,, hlgh concontrotlon ol SC ond ST populotlon). ll moro thon ono
such school comos ln tho llst ol top 20 schools, ronklng on tho soloctlon crltorlo wlll bo
lollowod. ln coso no school locotod ln o bockword dlstrlct comos ln tho llst ol top 20 schools,
top throo schools wlll bo lncludod ln tho stud,.
4. Methodology and Instruments
4.1. Cenerul Approuch
Prlmorll, quolltotlvo opprooch wlll bo omplo,od lor colloctlng lnlormotlon. Whorovor nocos-
sor,, quontltotlvo opprooch (o.g. quostlonnolros, ottondonco rocord, ochlovomont scoros, numbor ol
studonts ond toochors, otc.) wlll bo usod os o supplomont to quolltotlvo doto.
4.2 Dutu Collection
Tho lloldwork wlll nocossorll, lnvolvo tho mothod ol trlongulotlon lor colloctlng lnlormotlon. Tho
doto wlll bo colloctod through structurod lntorvlows, school obsorvotlons, locusod-group dlscus-
slons, portlclpotor, broln stormlng sosslons, ond quostlonnolros. lntorvlow schodulos ond quostlon-
nolros lor Hood Toochors, toochors, studonts ond othor lunctlonorlos wlll bo dovolopod. Clossroom
ond school obsorvotlons wlll bo dono. Dotollod llold notos wlll bo tokon ond crltlcol ovonts wlll bo
rocordod. Whorovor nocossor, lntorvlows wlll bo rocordod. Doto wlll bo colloctod through llold
vlslts b, tho toom mombors.
Tho doto wlll bo onol,sod uslng dllloront quolltotlvo ond quontltotlvo mothods. An ln-dopth onol,-
sos ol tho contonts ol tho norrotlons ol tho Hood Toochor, toochors, studonts, communlt, mombors,
roglonol ond notlonol lovol suporvlsor, stoll wlll lorm tho mojor port bosldos onol,sls ol lntorvlows
ond quostlonnolros ol obovo montlonod porsonnol. Quontltotlvo doto wlll bo onol,sod uslng do-
scrlptlvo stotlstlcs ond grophlcol roprosontotlon.
30 ANTRIEP Research
Thus tho stops ol lnvostlgotlon would lncludo rovlow ol rolotod lltoroturo, ldontlllcotlon ol schools,
dovolopmont ol tools, doto colloctlon through llold vlslts, onol,sls ond lntorprototlon ol doto ond
roport wrltlng.
S. Lxpected Results
Tho llndlngs ol tho stud, wlll sorvo os o sourco ol rosoorch lnlormotlon lor rosoorchors ln school
monogomont. Tho stud, wlll olso holp dllloront schools/ boords/s,stoms ond Hood Toochor ol schools
to lmprovo tho lunctlonlng ond monogomont ol schools olloctlvol,. Tho unlquo s,stom ol NVS ond
lts succosslul monogomont b, olloctlvo Hood Toochor ond othor octors mo, sorvo os o modol lor
othor countrlos to provldo quollt, oducotlon.
5.1 Nuture unJ Contents oj the Beseurch Beport
(l) lntroductlon ond Contoxt
Guldlng Quostlons
Brlol prosontotlon ol tho countr,, lts oducotlon s,stom, lts quollt,
(ll) Mothodolog, & Doslgn ol tho Stud,
Soloctlon ol schools: whot do wo coll succosslul schools; wh, dld wo soloct thoso
schools
Sourco ol doto
Doto colloctlon mothods ond lnstrumonts
Doto onol,sls procoduros
lll) Coso-studlos
Tho dllloront coso studlos
(lv) Cross-coso onol,sls
Slmllorltlos
Dllloroncos
Unlquo ospocts ol spoclllc schools
(v) Lossons loornt
(vl) Annoxos
5.2 Disseminution unJ use oj the Besults
Tho rosults ol tho stud, wlll bo dlssomlnotod to:
l) Novodo,o Vld,olo,o Somltl, othor oducotlonol s,stoms llko tho Kondrl,o Vld,olo,o
Songothon, Stotos Doportmonts ol Educotlon, othor rosldontlol schools ond olso to pollc,
plonnors, Mlnlstr, ol Educotlon lor lmprovlng tho monogomont ol school s,stom ond
brlnglng obout quollt, lmprovomont oducotlon.
ll) Tho roport wlll bo sont to othor countrlos corr,lng out such studlos through ANTRlEP.
lll) A rosoorch popor wlll bo publlshod ln journol ol roputo lor wldor dlssomlnotlon ot tho
notlonol ond lntornotlonol lovols.
31
6. Operational Plan
6.1 Timetuble {us jrom April 2003)
Tho stud, wlll toko obout o ,oor to comploto boglnnlng Mo,/ Juno 2003. Tho tontotlvo tlmo schod-
ulo lor vorlous octlvltlos ls lndlcotod bolow:
Aprll Flnollzotlon Rosoorch proposol
Mo, - Juno Rovlow ol rolotod lltoroturo, ldontlllcotlon
ol schoolcontoct wlth ogonclos,
lnstltutlons, ond constructlon ol tools
Jul, ldontlllcotlon ol Elloctlvo Schools
August - Novombor Doto colloctlon, llold vlslts
Docombor, 2003 Anol,sls ond lntorprototlon ol tho doto
& Jonuor,
Fobruor, - Morch 2004 Roport proporotlon
6.2 Project Teum
Prol. M.S. Khopordo
Mr. R. Moghonothon
Dr. A.K. Srlvostovo
(Ono Junlor Projoct Follow to bo oppolntod)
References
1. Horldos M (12) A crltlcol opprolsol ol tho Novodo,o Vld,olo,o Schomo hos lmplo
montod ln Korolo (NCERT sponsorod stud,). Thlruvonthopurom Contro lor troplcol
studlos,
2. Govlndo R. (2002) Rolo ol Hood toochors ln school monogomont ln lndlo: A Coso
Studlos ol 6 stotos. Aslon Notwork ol Trolnlng ond Rosoorch lnstltutlons ln Educotlonol
Plonnlng (ANTRlEP) ln colloborotlon wlth Europoon Commlsslon.
3. Shoshlkolo R. ot.ol. (2000) Loodorshlp Prolllo ln School Elloctlvonoss - A Coso Stud,,
Studlos on Rosoorchors ln School Elloctlvonoss ot Prlmor, Stogo, Now Dolhl, Notlonol
Councll ol Educotlonol Rosoorch ond Trolnlng.
















32 ANTRIEP Research
THL AGA KHAN UNIVLRSITY-
INSTITUTL IOR LDUCATIONAL DLVLLOPMLNT
KARACHI, PAKISTAN
Case Studies of Successful
School Management
Background and Rationale
Tho monogomont ol school oducotlon ln Poklston ls undorgolng slgnlllcont chongo wlth tho odvont
ol docontrollzotlon ln rocont ,oors (Govornmont ol Poklston 2001o.). ln tho contoxt ol o curront
throo-,oor octlon plon, quollt, lmprovomont ls to bo ochlovod through tho lollowlng plon:
Educotlonol odmlnlstrotlon ond monogomont ls dovolvod lrom tho lodorol ond provlnclol govorn-
monts to tho dlstrlct govornmonts. Much ol tho octlon concornlng oducotlon ls ln tho communltlos,
tohslls ond dlstrlcts. Most oducotlonol plonnlng ond doclslon-moklng wlll now toko ploco whoro tho
octlon ls. Controllzod s,stoms ond dlstoncod plonnlng wlll bo roplocod b, govornonco whlch ls
pooplo ond loornor-controd (Govornmont ol Poklston 2001b.: p.1V).
At thls stogo omphosls sooms to bo on communlt, portlclpotlon lor ompowormont ond onsurlng
occountoblllt,. A dovolvod school monogomont s,stom hos boon lntroducod b, moklng School
Monogomont Commlttoos (SMCs) lunctlonol lor sooklng moro communlt, lnvolvomont. Thls should
moko schools moro rosponslvo to tho locol communlt, ond ollmlnoto top-down opproochos to do-
clslon-moklng thorob, crootlng o brood boso lor doclslon-moklng to onhonco communlt, portlclpo-
tlon ond occountoblllt, (Momon 2003). Whllst lt oppoors thot such mojor rolorms oro toklng ploco
thoro ls no omplrlcol rosoorch ovldonco on tho olloctlvonoss ol tho chongos bolng modo. Thls ro-
soorch proposol wlll holp to oddross thot lssuo.
Tho proposod projoct ln Poklston ls ono ol olght projocts ocross sovon countrlos ln tho roglon spon-
sorod b, llEP/UNESCO ond coordlnotod b, ANTRlEP. Othor projocts oro to bo corrlod out ln lndlo
(two projocts), Bonglodosh, Nopol, Tho Phlllpplnos, Molo,slo ond Srl Lonko.
Wlthln tho guldollnos provldod b, ANTRlEP lor thls rosoorch tho thomos ol lntornol monogomont
ol tho school, Rolos ond lunctlons ol hoodtoochors ond School-communlt, llnkogos oro tho most
33
opproprloto lor tho contoxt ol Poklston. Tho t,po ol stud, proposod ls `lnstltutlonol coso studlos`.
Aim and Objectives
Tho olm ol tho proposod rosoorch ls to ldontll, `succosslul schools` ln vorlous school oducotlon
s,stoms ln Poklston ond rovool how ond to whot oxtont tho monogomont proctlcos ol thoso schools
contrlbuto to tholr succoss.
Tho objoctlvos oro to:
1. uso o consonsus tochnlquo to ldontll, crltorlo lor soloctlon ol succosslul schools ond uso tho
crltorlo to soloct 3 schools lrom dllloront s,stoms;
2. corr, out coso stud, rosoorch to oscortoln how ond wh, thoso schools hovo lmprovod ond
whot mokos thom succosslul;
3. dovolop crltlcol undorstondlngs ol tho choroctorlstlcs ol succosslul school monogomont proc-
tlcos ln tho schools wlth portlculor roloronco to tho strotoglos, lnnovotlons ond monogomont
dovlcos ln uso;
4. uso tho outcomos ond llndlngs ol tho rosoorch to lnlorm AKU-lED progroms ln copoclt,
bulldlng lor school loodorshlp ond monogomont; ond,
5. moko rocommondotlons lor othor progroms ond countrlos ln tho roglon.
Selection of Schools
Tho rosoorch toom wlll dovolop o lromowork ol crltorlo lor ldontll,lng succosslul schools. Tho lol-
lowlng locus quostlons wlll bo usod os o bosls lor gonorotlng tho lromowork:
o. Whot oro tho gonorol choroctorlstlcs ol o succosslul school ln Poklston
b. How doos o succosslul school promoto school lmprovomont
c. How doos o succosslul school lostor studont loornlng
d. How doos o succosslul school communlcoto wlth poronts
o. How doos o succosslul school oncourogo prolosslonol dovolopmont ol stoll
Hovlng gonorotod rosponsos to thoso quostlons, tho rosoorch toom wlll dovolop o tontotlvo lromo-
work ol crltorlo. Tho lromowork wlll thon bo shorod wlth somo ko, locult, ot AKU-lED ond sonlor
porsonnol lrom rolovont oducotlon s,stoms to ochlovo o broodor consonsus on tho lromowork ol
crltorlo. Onco tho `succosslul school lromowork` hos boon dovolopod, throo spoclllc schools wlll bo
ldontlllod whlch moot tho crltorlo ond roprosont:
Govornmont schools
Prlvoto schools
Ago Khon Educotlon Sorvlco (AKES) schools.
34 ANTRIEP Research
Methodology
Beseurch Questions:
1. Moln quostlon: How ond to whot oxtont doos tho monogomont ol schools contrlbuto to
tholr succoss
2. Subsldlor, quostlons:
o. Whot oro tho looturos ol o succosslul school ln Poklston
b. Whot oro tho choroctorlstlcs ol succosslul school monogomont proctlcos
c. How lmportont ls tho contrlbutlon ol monogomont to school succoss
d. Whot ls tho rolo ol tho prlnclpol or hood toochor ln crootlng ond molntolnlng school
succoss
o. How con school-communlt, llnkogos contrlbuto to school succoss
Data Gathering
Quolltotlvo mothods ol rosoorch wlll bo omplo,od to gothor doto lor tho wrltlng ol coso studlos ol tho
throo schools. Tho opprooch known os `groundod thoor,` ond tho constont comporotlvo mothod
wlll bo usod. Tho prlnclpol, llvo roprosontotlvo toochors ond othor stokoholdors og. soloctod poronts
wlll bo lntorvlowod on two occoslons uslng o soml-structurod lntorvlow schodulo. Trlongulotlon ol
tho doto ls ochlovod b, lntorvlowlng o rongo ol dllloront stokoholdors. lntorvlows mo, bo lndlvlduol
or ln locus groups ond wlll bo conductod ln Urdu whoro nocossor, ond b, lomolo rosoorchors whoro
opproprloto. Tho, wlll bo topo-rocordod ond tronscrlbod wlth tronslotlon to Engllsh ll nocossor,.
Rosoorchors wlll olso gothor doto b, obsorvotlon ol school monogomont proctlcos og. mootlngs, ond
onol,sls ol portlnont documonts og. school dovolopmont plons.
lntorvlow doto wlll bo onol,sod b, NVlvo soltworo to ldontll, tho thomotlc structuro lnvolvlng thomos
ond sub-thomos. lt should bo notod thot AKU-lED olrood, hos tho soltworo ovolloblo lor uso. Ono
mombor ol tho rosoorch toom hos hod oxporlonco ln uslng lt ond wlll provldo trolnlng lor othors.
Onco tho throo coso studlos hovo boon wrltton o cross-coso onol,sls wlll bo corrlod out to oscortoln
tho commonolltlos ond dllloroncos ln tho doto lrom tho throo schools. Aspocts ol school monogo-
mont thot contrlbuto to school succoss ln Poklston wlll bo ldontlllod lrom tho cross-coso onol,sls.
Lxpected Results
Tho rosults ol tho rosoorch wlll bo:
1. A rosoorch roport contolnlng tho throo coso studlos ond tho cross-coso onol,sls
2. A rosoorch-bosod ortlclo to bo publlshod ln on lntornotlonol, rolorood journol
3. Uso ol tho coso studlos ln progrommos ot AKU-lED ond, posslbl,, othor lnstltutlons ln tho
roglon.
35
Operational Plan
A toom ol rosoorchors ls ovolloblo to corr, out thls projoct. Mombors ol tho toom oro lnstructors on
AKU-lED loodorshlp ond monogomont progroms so tho, wlll bo ln o good posltlon to lmplomont
tho llndlngs. Tho rosoorch toom wlll comprlso:
1. Dr John Rotolllck (Pl)
2. Dr Shohzod Mlthonl
3. Ms Qomor Soldor
4. Ms Jono Rorlo,o
5. Ms Rozlno Sowonl
Tho rosoorch toom wlll lorm lnto polrs so thot two rosoorchors wlll work togothor on ooch coso stud,
(os thoro oro llvo ln tho toom ono ol tho rosoorchors wlll work on two ol tho coso studlos). Anol,sls
ond lntorprototlon ol doto wlll bo shorod omongst tho toom os o wholo.
Tho tlmotoblo lor thls rosoorch wlll bo nogotlotod wlth tho toom mombors dopondlng on tholr ovoll-
oblllt,. A posslblo tlmotoblo ls os lollows:
Aprll 2003 - llnollso tho rosoorch proposol ond submlt to ANTRlEP
Mo, 2003 - dovolop tho `succosslul school lromowork` ond soloct schools. Nogotloto occoss to
schools to bogln tho doto colloctlon ln August.
Juno/Jul, 2003 - dovolop rosoorch tools lncl. lntorvlow schodulos, obsorvotlon guldos ond corr,
out somo slmulotod rosoorch oxorclsos to trlol tho tools.
August/Soptombor/Octobor 2003 - doto gothorlng ond lnltlol onol,sls
Novombor/Docombor 2003 - onol,so doto ond wrlto llrst drolt ol coso studlos
Jonuor,/Fobruor, 2004 - wrlto llnol drolt ol coso studlos
Morch/Aprll 2004 - corr, out cross-coso onol,sls ond wrlto roport.
An ANTRlEP rosoorch workshop wos hold ln Dhoko, 6-10 Aprll 2003 (ottondod b, Dr John Rotolllck)
to coordlnoto tho olght projocts ond lt ls llkol, thot o socond workshop wlll bo hold ln loto Octobor or
oorl, Novombor wlth o locus on doto onol,sls. Flnol roports oro to bo prosontod ot on onnuol moot-
lng ol ANTRlEP ln Aprll 2004.
References
Govornmont ol Poklston, Mlnlstr, ol Educotlon (2001o.). Dovolutlon ond Docontrollzotlon: lmpll-
cotlons lor tho Educotlon Soctor. Roport ol tho Notlonol Tochnlcol Group Mootlng, 18-1
Juno, lslomobod.
Govornmont ol Poklston, Mlnlstr, ol Educotlon (2001b.). Educotlon Soctor Rolorms: Actlon Plon
2001-2004, Doc., lslomobod.
Momon, M. (2003). Pollc, Rolorms lor Docontrollzlng Educotlon S,stom ln Poklston:
Prospocts ond Chollongos. Popor prosontod to tho lntornotlonol Congross lor School Elloctlvonoss
ond lmprovomont (lCSEl) 5-8 Jon., S,dno,, Austrollo.
36 ANTRIEP Research
INSTITUT AMINUDDIN BAKI
(NATIONAL INSTITUTL OI LDUCATIONAL MANAGLMLNT),
MINISTRY OI LDUCATION, MALAYSIA
Aspiring Ior School Lxcellence:
The Malaysian Case
Thoro hovo boon vorlous concortod ottom pts b, tho Mlnlstr, ol Educotlon Molo,slo to rodlscovor
wo,s ol ldontll,lng ond dovoloplng oxcollont ond succosslul schools. Ono such ollort ls tho lntroduc-
tlon ol tho Notlonol Asplrlng School Aword (NASA). Thls popor prosonts o proposol to stud, schools
whlch hovo boon glvon thls rocognltlon lndlcotlng thot tho, oro succosslull, monogod schools. Thls
popor opons wlth o brlol dlscusslon obout Molo,slo ond lts Educotlon S,stom. Tho noxt soctlon
dlscussos NASA ond subsoquontl, lollowod b, o doscrlptlon ol tho stud, (locus, purposo, mothod-
olog,, oxpoctod rosults, ond oporotlonol plon).
Malaysia at a Glance
Molo,slo ls modo up ol thlrtoon stotos ond throo lodorol torrltorlos. lt covors o totol oroo ol opproxl-
motol, 32, 758 squoro kllomotors. Tho South Chlnoso Soo soporotos Ponlnsulor Molo,slo lrom tho
stotos ol Soboh, Sorowok ond tho Torrltor, ol Lobuon. Slnco tho 15
th
contur,, wlth tho ostobllshmont
ol tho Molocco Sultonoto, thls countr, hos ottroctod to lts shoros numorous trodors ond morchonts
pl,lng tho onclont splco routo botwoon lndlo ond Chlno. Tho slxtoonth contur, morkod tho bogln-
nlng ol on oro ol colonlzotlon. Tho Portuguoso, tho Dutch ond lotor tho Brltlsh v,lng lor supromoc,,
ostobllshod thomsolvos os colonlol mostors ln thls roglon. Tho nlnotoonth contur, wltnossod on
lnllux ol Chlnoso ond lndlon lmmlgronts lnto Molo,o duo to tho oponlng ol tln mlnos ond rubbor
ostotos.
ln 157, Molo,o golnod lts lndopondonco, ond b, 163, Molo,slo wos ostobllshod. From thls rlch
hlstorlcol bockground omorgod o unlquo Molo,slon notlon, dlvorslllod ln othnlclt,, culturo ond roll-
glon. Todo,, Molo,slo ls o multlroclol notlon ol obout 23 mllllon pooplo comprlslng ol Molo,s,
Chlnoso, lndlons ond othor othnlc groups.
37
MALAYSIAN LDUCATION SYSTLM
Brief History
Slnco lts lndopondonco, tho oducotlon s,stom hos undorgono tromondous chongos ond dovolop-
mont. Tho dovolopmont ol tho Molo,slon oducotlon s,stom mo, bo dlvldod lnto two mojor chrono-
loglcol porlods, tho pro-lndopondonco porlod ond tho post-lndopondonco porlod. Tho pro-lndo-
pondonco porlod wos choroctorlzod b, o s,stom ol soporoto schools wlth dllloront modlo ol lnstruc-
tlon, currlculo, mothods ond stondords lor chlldron ol tho vorlous othnlc groups. Tho post-lndopon-
donco oro oltor 157, sow o porlod ol lo,lng tho loundotlon lor tho notlonol oducotlon s,stom. Tho
ultlmoto objoctlvo ol tho oducotlon pollc, wos ono ol notlon bulldlng wlth ottompts to unlto oll rocos
progrosslvol, ond groduoll, b, moklng tho Molo, longuogo tho moln modlum ol lnstructlon. Chl-
noso ond Tomll would contlnuo to bo tho modlum ol lnstructlon ot tho prlmor, lovol ln tho vornocu-
lor schools. All oxlstlng prlmor, schools woro convortod lnto notlonol ond notlonol t,po schools.
Engllsh ond Molo, modlum prlmor, schools woro ronomod notlonol schools, whllst Chlnoso ond
Tomll schools bocomo notlonol-t,po prlmor, schools. Tho modlum ol lnstructlon ln tho socondor,
school wos convortod ln stogos lrom Engllsh to tho Notlonol Longuogo. Two mojor plllors ol tho
Molo,slon oducotlon s,stom oro tho Notlonol Phllosoph, ol Educotlon ond tho Mlnlstr, ol Educotlon`s
Mlsslon Stotomont (Educotlonol Plonnlng & Rosoorch Dlvlslon, 2001o). (olso (Educotlonol Plon-
nlng & Rosoorch Dlvlslon, 2001o). rolor Appondlx 1))
The School System
Molo,slo provldos 11 ,oors ol lroo prlmor, ond socondor, schoollng ond opproxlmotol, 18%-20%
ol tho Notlonol Budgot ls ollocotod lor oducotlon (Educotlonol Plonnlng & Rosoorch Dlvlslon, 2001b;
Mlnlstr, ol Educotlon, 2001b). Most chlldron botwoon lour ond slx ,oors ol ogo bogln tholr oduco-
tlon ot pro-school ln klndorgortons sot up tho govornmont, non-govornmont ogonclos ond olso tho
prlvoto soctor. Prlmor, schoollng boglns ot sovon ,oors ol ogo, ond ls normoll, complotod wlthln slx
to sovon ,oors.
Thoro oro two cotogorlos ol prlmor, schools, tho Notlonol ond tho Notlonol-t,po schools. Prlmor,
oducotlon ls dlvldod lnto two lovols. At lovol ono, lrom Yoor Ono to Yoor Throo, tho omphosls ls on
ocqulrlng strong roodlng, wrltlng, ond orlthmotlcol skllls (3R). At lovol two, lrom Yoor Four to Slx, tho
mostor, ol thoso boslc skllls oro rolnlorcod ond omphosls ls glvon to bulldlng o strong loundotlon ln
contont ond boslc sclonco.
Socondor, oducotlon ls olso dlvldod lnto two lovols, lowor socondor, ond uppor socondor,. Thls
lovol normoll, covors o porlod ol throo ,oors (Form 1 to Form 3). Puplls wlll slt lor o Lowor Socond-
or, Assossmont oxomlnotlon ot Form Throo. Studonts movo lnto moro spoclollzod llold ol orts ond
sclonco stud, ot tho uppor socondor,. At tho somo tlmo, sovorol tochnlcol ond vocotlonol schools
provldo tochnlcoll,-bosod ocodomlc oducotlon ond pro-omplo,mont skllls.
38 ANTRIEP Research
Thoro oro obout 7,305 prlmor, schools ond 1,713 socondor, schools (Educotlonol Plonnlng &
Rosoorch Dlvlslon, 2001b). All tho schools lollow tho stondordlzod Notlonol oducotlon currlculum.
Hood toochors oro rosponslblo lor tho odmlnlstrotlon ond tho lnstructlon ol oducotlon ln schools.
Groot omphosls ls plocod on tho loodorshlp ol tho schools os lt ls bollovod thot strong loodorshlp ls o
choroctorlstlc ol lnstructlonoll,-olloctlvo ond succosslul schools.
NATIONAL ASPIRING SCHOOL AWARD (NASA)
Ovor tho post docodo, tho Molo,slon oducotlon s,stom hos como undor lncrooslng prossuro to rolso
stondords ol loornlng ond ocodomlc ochlovomont ln schools. ln tho quost lor oxcollonco ond ossur-
onco ol quollt, ln schools, o numbor ol progroms ond owords olmod ot quollt, lmprovomont hovo
boon lntroducod. Ono such ollort ls tho lntroductlon ol tho Notlonol Asplrlng School Aword (NASA).
NASA wos lntroducod ln 16. lt ls prosontod onnuoll, ot tho Notlonol Toochors` Do, colobrotlon to
lour cotogorlos ol schools thot oxhlblt ovoroll oxcollont quollt, monogomont. Thoso lncludo tho
Urbon Prlmor, School, tho Urbon Socondor, School, Rurol Prlmor, School ond Rurol Socondor,
School.
Tho NASA ls owordod to govornmont schools whlch oro undor dlroct odmlnlstrotlon ol tho Mlnlstr,
ol Educotlon (MOE) Molo,slo. Tho oword ls o lorm ol rocognltlon ond opproclotlon to schools
towords tho dovolopmont ol oducotlon (Won Chlk Rohmoh, 2002). Thls oword rocognlzos tho modol
school ln tho curront school contoxts whlch con bo omulotod b, othor schools to soll-ovoluoto tholr
own ochlovomont, chollongos ond obstoclos locod b, thom ln lmplomontlng tholr rosponslbllltlos
ond lunctlons os oducotors.
An ostlmotod cost lor lmplomontlng NASA ls moro thon RM 500,000.00 ,oorl, whlch ls obout USD
132, 000.00 (Fodorol lnspoctoroto ol Schools, 2003). Tho cost covors tho monogomont ond ovolu-
otlon procoss ol NASA, ond monltor, rowords lor tho wlnnors. Tho chomplon school roclplont lor
ooch cotogor, would rocolvo o cortlllcoto ol opproclotlon, ploquo, ond RM 15,000 os monotor,
rowords lor school dovolopmont. Tho llrst runnor-up ls owordod RM 12,000 whoroos tho socond
runnor-up ls owordod RM 10,000 (Fodorol lnspoctoroto ol Schools, 2002).
For tho lost llvo ,oors, 20 schools hod rocolvod tho oword covorlng tho vorlous cotogorlos (rolor
Appondlx 2 lor o comploto llstlng). Stortlng lrom tho ,oor 2002, tho Fodorol lnspoctoroto ol Schools
(FlS) hos crootod throo now cotogorlos lor tho Notlonol Asplrlng School Aword such os tho Tochnlcol
Schools, Spoclol Educotlon Schools ond tho Romoto Aroo Schools cotogorlos.
Selection Process for NASA
Normoll,, tho potontlol schools v,lng lor tho oword oro rocommondod b, tho lndlvlduol Stoto Edu-
cotlon Doportmont. Thoso schools would thon portlclpoto ln tho compotltlon ot notlonol lovol ond
oro ovoluotod b, tho Fodorol lnspoctoroto ol Schools. A wrltton roport ol tho ovoluotlon togothor
wlth supportlng documonts os ovldonco, ls compllod ond submlttod to tho NASA coordlnotlng com-
mlttoo to dotormlno tho wlnnors.
39
Tho ovoluotlon crltorlo oro dlvldod lnto lour moln oroos. Tho, lncludo oroos ossosslng: (1) hoodtoochor
loodorshlp (school monogomont, currlculum monogomont, orgonlzotlonol dovolopmont monogo-
mont, ond loodorshlp st,lo); (2) school cllmoto; (3) loornlng octlvltlos; (4) quollt, outcomo (Fodorol
lnspoctoroto ol Schools, 2002).
Hoodtoochor loodorshlp rolors to tho crootlvo wo,s ol plonnlng, utlllzlng, lmplomontlng ond monl-
torlng ol rosourcos to ochlovo spoclllc oducotlonol objoctlvos. School cllmoto ls ovoluotod bosod on
tho wllllngnoss ond dotormlnotlon ol tho school communlt, to work togothor. Tho noxt componont
ol loornlng octlvltlos look ot tho octuol toochlng ond loornlng octlvltlos ond procossos thot toko ploco
lnsldo or outsldo tho clossroom. Lostl,, quollt, outcomo ovoluotos tho ochlovomont ol currlculum
ond oxtro-currlculor octlvltlos.
IOCUS OI THL STUDY
Although schools thot hovo won NASA oro consldorod succosslul schools, tho moonlng ol succoss-
lul schools ond succosslul school monogomont octuoll, moon qulto dllloront thlngs ln dllloront schools.
lt could rongo lrom lmprovod lnstructlon, now toochlng ond loornlng octlvltlos, lmprovod motorlols,
roorgonlzotlon ol tho school, lnvolvomont ol tho communlt,, to now rolos ond rolotlonshlps ond o
dllloront orgonlzotlonol cllmoto. Thoro oro olso mon, lntor-rolotod loctors or dotormlnonts thot con-
trlbuto to ochlovlng succosslul school monogomont. No slnglo loctor contrlbutos to oll thoso out-
como moosuros. For tho purposo ol thls lnqulr,, two ospocts ol school monogomont hovo boon
choson to bo tho locusod on. Tho llrst ls tho lntornol monogomont ol tho school, ond thls ls lollowod
b, dlscusslon on tho rolos ond lunctlons ol hoodtoochors.
Internal Management of the School
Tho hoodtoochor ls boslcoll, rosponslblo lor tho ln-school monogomont. Ho or sho ls both tho od-
mlnlstrotlvo ond lnstructlonol loodor ln tho school. Tho hoodtoochor ls osslstod b, lour osslstont
hoodtoochors nomol,, Asslstont Hoodtoochor lor Admlnlstrotlon ond Currlculum (AHAC), Asslstont
Hoodtoochor lor Studont Allolrs (AHSA), ond Asslstont Hoodtoochor lor Co-currlculum (AHC).
Howovor, lor schools wlth doublo sosslons - mornlng ond oltornoon sosslons - tho, hovo ono oxtro
osslstont whlch ls known os Altornoon Suporvlsors (AS) (rolor Appondlx 3).
Gonoroll,, tho AHAC osslsts ln tho odmlnlstrotlvo ospocts ol school orgonlzotlon llko propor mon-
ogomont ol school lunds, occounts ond rosourcos, plonnlng tho tlmotoblo ond schomos ol work lor
toochors. For olloctlvo coordlnotlon ol toochlng ond loornlng ol tho vorlous subjocts tought ln schools,
o sonlor toochor ls oppolntod os ko, rosourco toochor lor ooch subjoct. Tho AHC hondlos tho plon-
nlng, lmplomontotlon, ond monltorlng ol oll oxtro-currlculor octlvltlos. Tho AHSA osslsts ln oll mot-
tors rolotod to studont wolloro, such os toxtbooks loons, dlsclpllno, studont hoolth ond nutrltlon.
Bosldos thls, ho or sho hondlos complolnts ond olso llolsos wlth poronts ond tho communlt, on
mottors rolotlng to studont woll bolng. Tho AS ls rosponslblo lor osslstlng tho hoodtoochor ln supor-
40 ANTRIEP Research
vlslng tho doll, odmlnlstrotlvo ond lnstructlonol octlvltlos ol tho clossos hold ln tho oltornoon sos-
slons. Bosldos tho lormol structuro os doscrlbod obovo, tho lntornol monogomont ol tho schools oro
olso olloctod b, lnlormol powor structuros, porsonol notworklng, ond othor orgonlzotlonol contoxt.
Roles and Iunctions of Headteacher
Slnco tho loto 10s, tho trond ol school monogomont ln Molo,slo hos substontloll, chongod to tho
`olloctlvo school movomont`. Tho movomont to dollno, ldontll, ond promoto tho purposos ond
proctlcos ol olloctlvo schools took shopo omulotlng oltor Mortlmoro`s (15) concoptuol popor. Othor
rolotod ldoos ol succosslul schools woro olso usod (Lono, Wolborg, 187; Booro, Coldwoll, & Mllllkon,
18; Sm,th, 18; Fullon, 12; Sllvor, 14; Dolln, A,ono, Blozon, Dlbobo, Johon, Mllos, &
Rojos, 14; Wlsconsln Doportmont ol Publlc lnstructlon, 2000; Do,, Horrls & Hodllold ,2001).
To lmplomont thls, tho MOE hos outllno ton locus ol rolos ond lunctlons ol school monogomont lor
hoodtoochors to lmprovo tho porlormonco ol tholr schools. lt ls bollovod thot hoodtoochors oro tho
ko, plo,ors ln dovoloplng tho school ond thus unlocklng tho lull potontlol ol studonts (Abdul Shukor,
18). Tho ton locus lor oducotlonol monogomont outllnod oro: olloctlvo hoodtoochors; olloctlvo
schools; prolosslonol toochor; rolovont currlculum; oxomlnotlon ond ovoluotlon s,stom; dovolop-
mont ol toochlng ond loornlng support lnlrostructuro; dovolopmont ol plonnlng ond rosoorch lnstl-
tuto; dovolopmont ol on olloctlvo lmplomontotlon ond monltorlng lnstltuto: oducotlonol odmlnlstro-
tlon s,stom; comprohonslvo stoll dovolopmont ond dovolopmont ol oxtornol ond soclotol rolotlons.
Bollovlng thot thoso olomonts oro lmportont ond rolovont to tho curront sltuotlon, tho prosont Dlroc-
tor Gonorol ol Educotlon, contlnuos to glvo omphosls to lt (Abdul Rollo, 2001). Thoso rolos ond
lunctlons oro lntondod to old ln tho dovolopmont ond progross ol hoodtoochors. Tho, provldo tho
bosls lor o moro structurod opprooch to holplng hoodtoochors to bo locus-orlontod, to sot rolovont
torgots, to osslst ln tho monltorlng ond ovoluotlon progross, to ldontll, dovolopmont prlorltlos, ond
to ottoln succoss.
PURPOSL OI THL STUDY
Slnco tho lntroductlon ol NASA, lour prlmor, schools would bo choson lrom ovor sovon thousond
schools to rocolvo tho hlghost oword ovor, ,oor. Thousonds ol Molo,slon Rlngglt oro spont ovor,
,oor lor tho oword (Fodorol lnspoctoroto ol Schools, 2003). Schools whlch hovo boon owordod tho
NASA hovo shown lndlcotlon ol lmprovomont ln studonts` ocodomlc ochlovomont. Thoso schools
oro olso oxporlonclng lncrooso ln studont onrollmont os moro poronts clomor to sond tholr chlldron
to such schools. Thls lndlcotos thot tho publlc ls hopp, wlth tho schools` dovolopmont ond progross.
Dosplto tho ochlovomont ol thoso schools, tho hlgh costs lncurrod ln lmplomontlng NASA ond roc-
ognltlon glvon b, tho publlc, llttlo ls known obout thom ospocloll, wlth rogords to tho monogomont
st,lo ol tho hoodtoochors. Boslcoll,, no stud, thus lor hos boon conductod on such schools. Also, lt
hos boon obsorvod thot schools wlth NASA oro oxporlonclng dotorlorotlon ln quollt,. Thls hoppons
41
whon o hoodtoochor rosponslblo lor gottlng tho oword lor tho school ls tronslorrod to onothor school
or oducotlonol lnstltutlon. Thoroloro lt ls portlnont to s,stomotlcoll, conduct sclontlllc onqulrlos on
thoso schools so os to undorstond whot mokos o school succosslul ond tho klnds ol monogomont
proctlcos thot lood to lts succoss. Thls rosoorch con contrlbuto towords tho dovolopmont ol locol
lndlgonous knowlodgo on monogomont proctlcos opproprloto to tho Molo,slon contoxt, honco
strongthonlng NASA. lt could olso contrlbuto to pollc, rovlow ond lmplomontotlon lor Mlnlstr, ol
Educotlon.
Research Questions
Tho objoctlvo ol tho stud, ls to uncovor tho moonlng ol succosslul schools ln tho Molo,slon contoxt.
Tho stud, ls lromod b, tho lollowlng rosoorch quostlons:
1. Whot constltutos o succosslul school ond
2. Whot oro tho choroctorlstlcs ol o succosslul school monogor
Scope of the Study
Tho scopo ol tho stud, ls llmltod to prlmor, schools ln urbon oroos whlch hod rocolvod tho NASA.
Schools thot llt thls scopo ol stud, ln tho lost llvo ,oors oro Sultonoh Amlnoh Prlmor, School, Zolnob
Prlmor, School, Sungol Rokom Prlmor, School, Buklt Domonsoro Prlmor, School, ond Tomon
Sotlowongso Prlmor, School.
`Elloctlvonoss` ond `succosslul` oro oluslvo torms, ond tho, must bo clorlllod boloro wo con undor-
stond tho slgnlllconco ol whot ls moont b, `olloctlvo or succosslul schools`. For tho purposo ol thls
rosoorch, succosslul schools oro dollnod os thoso whlch woro owordod NASA. lt ls ossumod thot tho
schools hovo boon undor good monogomont proctlcos.
MLTHODOLOGY
Thls soctlon storts wlth o dlscusslon on tho rosoorch doslgn ond tho soloctlon ol schools lor tho
stud,. ln oddltlon, doto colloctlon, monogomont ond onol,sls would olso bo doscrlbod.
Qualitative Approach
Tho mothodolog, usod would molnl, conslsts ol quolltotlvo coso stud,. Doto would bo colloctod
uslng molnl, lntorvlows. Obsorvotlon ond documont onol,sls oro usod to provldo undorstondlng
rogordlng tho contoxt ond bockground lnlormotlon ol tho schools. Tho quolltotlvo coso-stud, ls
doomod opproprloto bocouso tho noturo ol tho stud, colls lor dotollod oxomlnotlon ol thoso schools
(Bogdon & Blklon, 182; Morrlom, 18 To,lor & Bogdon, 18).
42 ANTRIEP Research
Selection of Schools for the Study
A llst ol roclplonts ol NASA would bo obtolnod lrom tho Fodorol lnspoctoroto ol Schools. Tho lol-
lowlng crltorlo would bo usod to soloct tho schools to bo tho somplo ol tho stud,. Tho lollowlng
sompllng doclslons would bo tokon:
1. urbon prlmor, schools, ond
2. schools wlth hoodtoochors who lod tho school to lts succoss ond oro stlll lncumbont hoods.
Data Collection
Approvol to conduct tho stud, would bo sought lrom tho lndlvlduol Stoto Educotlon Doportmonts
ln whlch tho schools oro locotod. Onco opprovol ls grontod, tho schools wlll bo contoctod ond bo
glvon oxplonotlon obout tho stud,. Prlor to tho octuol doto colloctlon o prollmlnor, doto colloctlon
would bo conductod. Tho purposo lor thls oxorclso ls to dovolop ond onhonco tho quostlon guldo
(rolor Appondlx 4) to bo usod ln tho stud,. ln oddltlon, thls oxorclso ls moont olso to dovolop tho
compotonc, ol tho rosoorchors slnco tho rosoorchor ls on lnstrumont ln quolltotlvo stud, (Croswoll,
18). For thls purposo, ono school would bo soloctod lrom tho llst ol roclplonts ol NASA. lntor-
vlows would bo conductod wlth tho hoodtoochor ond othor school toochors.
ln tho octuol doto colloctlon, o mootlng botwoon tho rosoorchors ond toochors ol tho schools would
bo sought boloro tho commoncomont ol tho stud,. Tho purposo ol tho mootlng would bo to lntro-
duco tho rosoorch mombors to tho toochors, to oxploln tho purposo ol tho stud,, ond to lo, tho
groundwork lor good ropport. Tho rocoptlvonoss ol thoso bolng studlod would onsuro thot doto
could bo colloctod ln o sottlng os noturol os posslblo (Wolcott, 173; Bogdon & Blklon, 182).
Tho ln-dopth soml-structurod lntorvlows would bo conductod wlth vorlous porsonnol ol tho schools.
Tho, lncludo tho hoodtoochor, osslstont hoodtoochors, ond toochors ol tho schools. Excopt lor tho
hoodtoochors, oll othors would bo rondoml, soloctod. Tho lntorvlows would bo oudlo-topod ond
tronscrlbod vorbotlm. Bosldos lntorvlows, tho rosoorchors would olso conduct non-portlclpont ob-
sorvotlons ond documont onol,sls. Tho doto lrom thoso tochnlquos would bo usod to provldo tho
bockground lnlormotlon ond othor contoxtuol olomonts ol tho stud,.
Data Analysis
Tho onol,sls ol doto ls guldod b, tho rosoorch quostlons. Tho procoduro thot would bo usod ls
prlmorll, doscrlptlvo ln noturo. Doto lrom tho soml-structurod lntorvlows, llold notos ond rolotod
documont would bo onol,zod uslng contont onol,sls tochnlquo. Cross-coso onol,sls would bo usod
lor comporlson ond to bulld obstroctlons ocross cosos. Tho doto would bo onol,zod lor thomos ond
pottorns whlch would rolloct tho rosoorch quostlons.
43
Activities Apr May Jun Jul Aug Sep Oct Nov
Early
Groundwork

Literature
Review

Proposal
Preparation
Workshop

Data
Collection &
Transcription

Data
Analysis

Workshop
for Report
Writing

Seminar
presentation

Publication
LXPLCTLD RLSULTS
Rosults would bo dlscussod ln two soctlons. Tho llrst soctlon would prosont llndlngs ol tho stud,
whoroos tho socond soctlon would covor concluslons, dlscusslons, ond lmpllcotlons.
Conclusions, Discussions and Implications
Bosod on tho llndlngs ol tho stud,, concluslons ond lmpllcotlons would bo dlscussod. Tho dlscus-
slon would contro on tho locus ol tho stud, nomol,, lntornol monogomont ond rolos ond lunctlons
ol hoodtoochor. Two t,pos ol lmpllcotlons oro oxpoctod. Tho llrst would locus on school monogo-
mont whoroos tho socond would oxomlno tho NASA ovoluotlon procoss ltsoll.
OPLRATIONAL PLAN
Tho stud, ls oxpoctod to commonco ln Aprll ond ond ln Novombor 2003. Dotolls ol tho lmplomon-
totlon, stolllng roqulromonts, ond costlng oro prosontod bolow ln Toblo 1.
Table J: Time-Table for Implementation
x
x
x
x
x
x
x
x
x x x
x
x
x
x
44 ANTRIEP Research
Staffing Requirements
At loost lour rosoorchors oro roqulrod to conduct tho stud,. Thoso rosoorchors would bo osslstod
b, o mlnlmum ol throo socrotorlol ond monogomont stoll.
References
Booro, H., Coldwoll, B. J. & Mllllkon, R. H. (18). Crootlng An Excollont School: Somo Now
Monogomont Tochnlquos. London: Routlodgo.
Bogdon, R. C. & Blklon, S. K. (182). Quolltotlvo Rosoorch lor Educotlon: An lntroductlon to
Thoor, ond Mothods. Boston: All,n & Bocon lnc.
Croswoll, J. W. (18). Quolltotlvo lnqulr, ond Rosoorch Doslgn: Chooslng Among Flvo Trodl-
tlons. Thousond Ooks: Sogo Publlcotlons.
Do,, C., Horrls, A. & Hodllold, M. (2001). Groundlng Knowlodgo ol Schools ln Stokoholdor
Roolltlos: A Multl-Porspoctlvo Stud, ol Elloctlvo School Loodors. School Loodorshlp &
Monogomont, 21 (1), 1-42.
Dolln, P., A,ono, T., Blozon, A., Dlbobo, B., Johon, M., Mllos, M. B., & Rojos, C. (14). How
Schools lmprovo: An lntornotlonol Roport. Now York: Cossoll.
Educotlonol Plonnlng & Rosoorch Dlvlslon (2001o). Educotlon ln Molo,slo: A Journo, ol Excol-
lonco. Kuolo Lumpur: Educotlonol Plonnlng & Rosoorch Dlvlslon, Mlnlstr, ol Educotlon
Molo,slo.
Educotlonol Plonnlng & Rosoorch Dlvlslon (2001b). Molo,slon Educotlon Stotlstlcs -Qulck Focts
2001. Kuolo Lumpur: Educotlonol Plonnlng & Rosoorch Dlvlslon, Mlnlstr, ol Educotlon
Molo,slo.
Fodorol lnspoctoroto ol Schools (2002). Notlonol Asplrlng School Aword: Nomlnotlon ond Evolu-
otlon Guldollnos. Kuolo Lumpur: Fodorol lnspoctoroto ol Schools, Mlnlstr, ol Educotlon
Molo,slo.
Fodorol lnspoctoroto ol Schools (2003). Concopt Popor on Notlonol Asplrlng School Aword.
Kuolo Lumpur: Fodorol lnspoctoroto ol Schools, Mlnlstr, ol Educotlon Molo,slo.
Fullon, M. G. (12). Succosslul School lmprovomont: Tho lmplomontotlon Porspoctlvo ond
Bo,ond. Bucklnghom: Opon Unlvorslt, Pross.
45
Lono, J. J., Wolbor, H. J. (ods.) (187). Elloctlvo School Loodorshlp: Pollc, ond Procoss. Borko-
lo,, Colllornlo: McCutchon Publlshlng Corporotlon.
Morrlom, S. B. (18). Quolltotlvo Rosoorch ond Coso Stud, Appllcotlons ln Educotlon. Son
Fronclsco: Josso,-Boss Publlshors.
Mlnlstr, ol Educotlon (2001o). Annuol Roport 2000. Kuolo Lumpur: Mlnlstr, ol Educotlon.
Mlnlstr, ol Educotlon (2001b). Educotlonol Dovolopmont 2001 -2010. Kuolo Lumpur: Mlnlstr,
ol Educotlon.
Mlnlstr, ol Educotlon (2002). Toochors` Do, Colobrotlon Progrom. Kuolo Lumpur: Mlnlstr, ol
Educotlon.
Mortlmoro, P. (15). Ko, Choroctorlstlcs ol Elloctlvo Schools. Popor prosontod ot tho Elloctlvo
School Somlnor, lnstltut Amlnuddln Bokl, 13-14 Jul, 15.
Sllvor, H. (14). Good Schools, Elloctlvo Schools: Judgomonts ond Tholr Hlstorlos. London:
Cossoll.
To,lor, S. J. & Bogdon, R. (18). lntroductlon to Quolltotlvo Rosoorch Mothods: o Guldobook
ond Rosourco. (3
rd
Ed.). Now York: John Wllo, & Sons, lnc.
Won Chlk Rohmoh Won Dln (2002). Molo,slo: Ovorvlow ol Evoluotlon S,stom ol Schools, Popor
prosontod ot tho lntornotlonol Somlnor on School Evoluotlon lor Quollt, lmprovomont.
Vlstono Hotol, Kuolo Lumpur, 2 - 4 Jul, 2002.
Wlsconsln Doportmont ol Publlc lnstructlon (2000). Choroctorlstlcs ol Succosslul Schools. (2nd.
Ed.). Modlson, Wlsconsln: Wlsconsln Doportmont ol Publlc lnstructlon Wlsconsln Doport-
mont ol Publlc lnstructlon.
Wolcott, H. F. (173). Tho Mon ln tho Prlnclpol`s Olllco: An Ethnogroph,. Now York: Holt,
Rlnohort & Wlnston, lnc.
46 ANTRIEP Research
Appendix J
National Philosophy of Lducation states that:
EJucuton n Mulusu s un on-gong ejjort touurJs jurtler Jeoel-
opng tle potentul oj nJoJuuls n u lolstc unJ ntegruteJ mun-
ner, so us to proJuce nJoJuuls ulo ure ntellectuull, sprtuull,
emotonull, unJ plscull bulunceJ unJ lurmonous buseJ on u
jrm belej n unJ Jeooton to GoJ. 5ucl un ejjort s JesgneJ to
proJuce Mulusun ctzens ulo ure knouleJgeuble unJ competent,
ulo possess lgl morul stunJurJs, unJ ulo ure responsble unJ
cupuble oj ucleong u lgl leoel oj personul uell-beng us uell us
beng uble to contrbute to tle lurmon unJ betterment oj tle jum-
l, tle socet, unJ tle nuton ut lurge.
Vlslon 2020 lnltlotod ln tho oorl, 10s ls to onoblo Molo,slo to moko o quontum loop towords
bocomlng on lndustrlollzod notlon b, tho Yoor 2020. Tho progrosslon lnto o knowlodgo oconom,
moont thot tho countr, noodod to bulld o world-closs oducotlon s,stom dodlcotod to produclng o
world-closs worklorco.
Tho notlonol osplrotlon ls rolloctod ln tho mlsslon stotomont ol tho Mlnlstr, ol Educotlon, whlch ls:
47
Appendix 2
NASA Recipients J998-2002
5?D ;A=H
Urbon Prlmor, School Rurol Prlmor, School Urbon Socondor,
School
Rurol Socondor,
School
18 SK Sultonoh Asmo,
Alor Sotor, Kodoh

SK Mosjld Boru,
Asohon, Moloko
SMK Rojo
Pormolsurl Bolnun,
lpoh, Porok
SMK Pongkol
Molorot, Mochong,
Kolonton
1 SK Zolnob (2)
Koto Bhoru, Kolonton

SK Kuolo Kubu Bohru
(1), Kuolo Kubu Bohru,
Solongor

SMKA Nolm Lll
Bonot, Koto
Bohru, Kolonton
SMK Pol Hwo, Sg.
Motl, Muor, Johor.
2000 SK Sungol Rokom,
lpoh, Porok

SK Tok Jlrlng, Kuolo
Toronggonu,
Toronggonu
SMK St. Josoph,
Kuchlng, Sorowok
SMK Tonjung
Pouh, Jltro,
Kodoh.
2001 SK Buklt Domonsoro,
Kuolo Lumpur, Fodorol
Torrltor,

SK Komohong (2),
Tonoh Moroh,
Kolonton
SMK Soollold,
Subong Jo,o,
Solongor.

SMK Tun Sordon,
Ronglt, Botu
Pohot, Johor
2002* SK Tomon
Sotlowongso, Fodorol
Torrltor,

SK Homzoh (2),
Mochong, Kolonton
SMK Doto` S,od
Omor, Alor Sotor,
Kodoh.
SMK lskondor
Shoh, Josln,
Moloko

Sourco: Adoptod lrom Mlnlstr, ol Educotlon (2002). Toochors` Do, Colobrotlon Progrom.
Kuolo Lumpur: Mlnlstr, ol Educotlon.
48 ANTRIEP Research
Appendix 3
Internal Management of the Primary School

Headteacher
Assist ant
H eadt eacher
( Administ r at io n
and Cu r r icu lu m)
- Administ r at io n
- Cur r icu lu m
- S cho o l S ecu r it y
- S up p o r t S t a ff
Assist ant
H eadt eacher
( S t u d ent
Affair s)
- Discipline
- T ext bo o k
lo an
- S cho lar ship
- S t u d ent
Affair s
Assist ant
H eadt eacher
( Co -
cu r r iculu m)
- Unifo r med
Bo dies
- Games
- Clu bs
Assist ant
H eadt eacher
( Aft er no o n
S u per viso r )
Sourco: Adoptod lrom Educotlonol Plonnlng ond Rosoorch Dlvlslon (2001)
49
Appendix 4
Question Guide
Ior Headmaster
1. Whon dld ,ou docldo ,ou wontod to bo o toochor
2. Whot clrcumstoncos lod ,ou to ontor toochlng
3. Whon dld ,ou docldo to bocomo on odmlnlstrotor
4. Whot ond who lnlluoncod ,our doclslon
5. Whot ls ,our oducotlonol bockground ond oxporlonco
6. Whoro dld ,ou grow up Go to school Whot klnd ol studont woro ,ou
7. Who woro slgnlllcont othors thot lnlluoncod ,ou
8. Whot oro somo ol tho hlgh polnts ol ,our coroor
. Hovo ,ou tokon odmlnlstrotlon coursos ll ,os, whot motlvotod ,ou to toko coursos ln
odmlnlstrotlon
10. As ,ou look bock ovor tho vorlous jobs ,ou hovo hod.
Whot skllls os o clossroom toochor or othor school/dlstrlct posltlon ol rosponslblllt,
hovo ,ou dovolopod thot con bo holplul to ,ou os o hoodmostor
Whot skllls ln non-oducotlon posltlons hovo ,ou dovolopod thot con bo holplul to
,ou os o hoodmostor
11. Llst lour odjoctlvos ,ou would uso to doscrlbo ,our ldoo ol on ldool hoodmostor.
12. Whot do ,ou bollovo to bo tho hoodmostor`s rolo ln school monogomont
13. Doscrlbo ,our lnvolvomont ln tho school procoss.
14. From ,our oxporlonco, whot loctors most dotormlno tho doclslons o hoodmostor mokos
15. Whot oro somo ol ,our oxporloncos wlth colloborotlvo doclslons Who mokos tho llnol
doclslon whon thoro oro dlsputos omong odults
16. Whot klnd ol oxporloncos (school sottlngs, trolnlng, lntoroctlon, oxposuros, otc.) would
holp ,ou bocomo tho t,po ol hoodmostor ,ou wont to bo
17. How oro poronts lnvolvod ln tho school projocts
18. Whot prolosslonol dovolopmont octlvltlos oro provldod lor stoll
1. How would ,ou llko to bo doscrlbod b, ,our toochors
Ior Senior Assistants / Teachers
1. How long hovo ,ou boon toochlng ln thls school Whot ls ,our posltlon ln tho school
2. Whon dld ,ou docldo ,ou wontod to bo o toochor Whot clrcumstoncos lod ,ou to ontor
50 ANTRIEP Research
toochlng
3. How long hovo ,ou boon worklng wlth tho curront hoodmostor Llst lour odjoctlvos ,ou
would uso to doscrlbo ,our curront hoodmostor.
4. Whot wos ,our lmprosslon whon ,ou llrst como to thls school Your lmprosslon now
5. Do ,ou hovo on, chlldron stud,lng ln thls school Whot do ,ou llko obout thls school
6. Whot mokos thls school o succosslul school Doscrlbo tho succosslul proctlcos ol ,our
school.
7. Whot would o t,plcol do, ot school bo llko
8. Doscrlbo ,our studont dlsclpllno pollc, ond procoss. How doos tho HM lntoroct wlth tho
chlldron How doos tho HM lntoroct wlth tho poronts whon tho chlld hos o dlsclpllno
problom
. Whot strotoglos doos tho HM uso to run tho school
10. Whot mokos hlm dllloront lrom tho othor HM thot ,ou hovo sorvod boloro ln thls school /
ln ,our provlous school Could ,ou brloll, doscrlbo on lncldont to lllustroto lt
11. Llst lour odjoctlvos ,ou would uso to doscrlbo ,our ldool hoodmostor. Whot do ,ou bo-
llovo to bo tho HM`s rolo ln school monogomont
12. Your Sonlor Asslstont`s rolo (Currlculum & Studont Allolr)
13. Doscrlbo ,our lnvolvomont ln tho school procoss. Whot klnd ol oxporloncos (school
sottlngs, trolnlng, lntoroctlon, oxposuros, otc.) would holp ,ou bocomo tho t,po ol toochor
,ou wont to bo
14. How doos tho HM onsuro octlvo toochor portlclpotlon ln tho school rosponslbllltlos (Whot
oro tho mothods usod lor dlssomlnotlng lnlormotlon)
15. From ,our oxporlonco, whot loctors most dotormlno tho doclslons o hoodmostor mokos
How oro doclslons modo ln ,our school (Whot t,pos ol doclslons oro modo b, toochors
Who oro tho porsons consultod ln doclslon moklng) Who mokos tho llnol doclslon whon
thoro oro dlsputos omong odults
16. Whot prolosslonol dovolopmont octlvltlos oro provldod lor stoll
17. Could ,ou toll mo somothlng obout tho school-communlt,`s rolotlonshlps How oro
poronts lnvolvod ln tho school octlvltlos
18. Could ,ou doscrlbo tho rolotlonshlp botwoon ,our HM ond tho Joboton /Bohoglon. Could
,ou glvo somo lnstoncos / oxomplos
1. Whot do ,ou thlnk oro somo ol tho probloms locod b, ,ou/,our HM ln thls school
20. Whot connoctlons do ,ou soo botwoon thls HM ond ,oursoll Con ,ou soo porollols
botwoon thls porson`s oxporloncos ond ldoos ond ,our own Whot lnslghts hovo ,ou
golnod on ,our own prolosslonol work b, worklng lor thls HM
51
STATL INSTITUTL OI LDUCATIONAL MANAGLMLNT
AND TRAINING (SILMAT), ALLAHABAD,
UTTAR PRADLSH, INDIA
Case Studies on Successful
School Management
Background and Rationale :
Uttor Prodosh hos undortokon vorlous progrommos to ochlovo tho objoctlvo ol Unlvorsol oduco-
tlon. Sovorol prolools hovo boon proporod ond oro bolng lmplomontod to provldo quollt, oduco-
tlon to oll up to tho ogo ol lourtoon,oors. Tho proloots llko Sorvo Shlksho Abhl,on (SSA) ond
Dlstrlct Prlmor, Educotlon Progrommo (DPEP) hovo crootod o domond lor olomontor, oducotlon,
roduclng dropouts ond bulldlng copoclt, omong tho toochors to lnsuro bottor clossroom procossos.
A soorch lor quollt, oducotlon ls bolng lookod os o spln oll ol docontrollzotlon oducotlon govorn-
onco pollc,. Sho locus ls on school bosod monogomont. Tho rolo ol hood toochors ond olloctlvo
school monogomont ls bolng porcolvod os cruclol horblngor ol quollt, oducotlon. Tho soclotol
oxpodltlons lrom schools hovo nocossltotod slgnlllcont tronslormotlon on tholr port, tho, hovo goorod
up to tho domond ol docontrollzod govornonco hovo rochorgod thom solvos ln rospoct ol commu-
nlt, school llnkogos, hovo rolnlorcod tho quollt, ol school monogomont, hovo rodollnod tho rolo
tho rolo ol hood toochors ond thot oxtornol support. Tho s,stom hovo glvon moro outonom, os woll
os rosponslbllltlos to school outhorltlos. Honco tho occountoblllt, hos occordlngl, lncroosod. Thoro
oro oll sorts ol school ond dllloront brood ol hood toochors. Somo schools oro moro olloctlvo, othors
oro just olloctlvo whllo rost oro loss olloctlvo. Tho quostlon orlsos, wh, oro tho, so Doos tho dlllor-
ontlol monogomont procoss dlstlngulsh tho moro olloctlvo lrom tho loss olloctlvo Whot works to
moko school bottor Whot ls tho prolllo ol somo out-ol-tho ordlnor, schools Whot Hood toochors
do How tho, sonso probloms How tho, dlognoso thom how tho, opprooch thom How tho,
control school oporotlons ond monogo wlth shoc-strlng budgot ond lnlrostructuro How ho rocon-
cllos wlsdom ol monogorollsm ond tho roolltlos ol worklng lllo/condltlons. How o good hood toochor
orrlvos ot tho school wlth o smllo koops lt oll do, ond rotolns lt whon ho/sho ls bock homo Thls
rosoorch wlll oddross ltsoll to dovolop o crltlcol undorstondlng ol succosslul school monogomont
proctlcos ond strotoglos ln Uttor Prodosh. lt wlll olso ossoss os to whlch ol tho monogorlol strotoglos
ond quolltlos con bo succosslull, ropllcotod How duroblo tho, oro whlch ol tho dllloroncos ln
thoso proctlcos con bo ottrlbutod to tho cotogor, ol school spoclllc lnnovotlons Tho stud, wlll olso
gloon out tho lossons lrom tho bottor monogomont proctlcos lor bolng lncorporotod ln tho copoclt,
bulldlng trolnlng progrommo lor tho Hood Toochors. Tho monogomont ol school monogomont ln
Uttor Prodosh, lndlo ln undorgolng slgnlllcont chongo wlth tho odvont ol docontrollzotlon ln rocont
,oors. At thls stogo empluss s on communt purtcputon. A JecentrulzeJ tlree ter munuge-
52 ANTRIEP Research
ment sstem s ntroJuceJ jor elementur eJucuton . Dstrct 8lock unJ \lluge, \lluge EJucuton
Commttee, u stututor boJ, ulcl s subcommttee oj olluge puncluut s responsble jor mun-
ugement oj prmur eJucuton unJ prmur sclool. Tle commttee s leuJeJ b clurperson oj
\lluge Puncluut (tle locul gooernment ut olluge leoel} tle leuJ teucler s tle secretur oj tls
commttee unJ lus oer mportunt executoe role to plu. \lluge EJucuton Commttee muke sclools
more responsoe to tle locul communt unJ elmnute top Joun upproucles to Jecson - mukng
tlere b creutng u brouJ buse jor Jecson mukng to enluncng communt purtcputon.
Tho proposod stud, Tho succosslul school monogomont ln Uttor Prodosh (lndlo) wlll locus on oll
dlmonslons ol school monogomont ln gonorol ond lollowlng throo dlmonslon ln portlculor :-
1. Rolo ol hood toochors
2. School communlt, llnkogos
3. Acodomlc support bolng provldod b, Dlstrlct Rosourco Contor (DlET), Block Rosourco
Contor (BRC), Clustor Rosourco Contor (CRC).
Objectives
1. To undorstond tho choroctorlstlcs ol succosslul school monogomont
proctlcos lnUttor - Prodosh (lndlo).
2. To stud, tho rolo ol dllloront octors ln succosslul school monogomont.
3. To stud, tho monogomont skllls ond loodorshlp copobllltlos ol school
hoods.
Selection of School for Case Study:
Flvo prlmor, schools wlll bo soloctod lor tho purposo. Purposo soloctlon wlll bo moko. Ono out ol
thoso llvo schools wlll bo o prlvoto school ond lour wlll lrom tho publlc soctor ln whlch ono school
sholl bo soloctod lorm tho urbon oroo.
ln Uttor Prodosh school porlormonco lndlcotors hovo dovol opod lor tho
dovolopmont ol bottor school ln oll ospocts - odmlnlstrotlvo, lnlrostructurol, ocodomlc ond
nonocodomlc. Altor long trolnlng ond tostlng thoro lndlcotors hovo ovolvod to tholr llnol lorm. Stoto
ol Uttor Prodosh hos lts own ovoluotlon s,stom lor school hood toochors, toochors, ond provldos
cotogorlos A, B, C, ond D on tho bosls ol lts monogomont ond porlormonco. School porlormonco
lndlcotors hos bocomo tho bosls ol school ovoluotlon. Tho soloctlon ol schools lor tho coso stud, wlll
bo dono lrom tho schools ol gottlng cotogor, `A` lor lost 3 ,oors dono wlth othor choroctorlstlcs such
os roputotlon ol tho school, lts locotlon, cllmoto otc.
Methodology :
Tho quolltotlvo mothods ol rosoorch wlll bo usod to colloct doto lor wrltlng tho coso studlos ol oll llvo
schools. All schools wlll bo vlsltod b, tho rosoorchor lor tho purposo ol colloctlng doto. Tho lollow-
lng mothodolog, tools wlll bo dovlsod. lntorvlow doto wlll bo onol,sod to ldontll, tho thomotlc
structuro lnvolvlng thomos ond sub thomos. Ono tho llvo coso studlos hovo boon wrltton o cross coso
onol,sls wlll bo corrlod out to ossortlng tho commonoltlos ond dllloroncos ln tho oxporloncos ol tho
53
llnol schools. Foctors thot contrlbuto to succoss ln school monogomont wlll bo ldontlllod o lrom tho
cross-coso onol,sls.
l. School lnlormotlon lormols, school roglstors lor lost llvo ,oors.
ll. lntorvlow schodulo
lll. Obsorvotlon Schodulo
lv. Focus group dlscusslon
v. Documontor, onol,sls
Tho hood toochors, toochors, documonts, ocodomlc support provldors ond VEC
outhorltlos wlll bo lntorvlowod. lntorvlow mo, bo ln lndlvlduol or ln locus groups tho rosoorchos wlll
olso gothor doto b, obsorvotlon ol succosslul school monogomont proctlcos ond lrom documonts
ond rocords ol tho lnstltutlons. Tho doto wlll onol,sod to ldontll, tho thomotlc structuro, lnvolvlng
thomos ond sub thomos.
Tho lol l owlng strotoglos wll l bo usod to ln somo tho vol ldlt, ol tho coso
stud,.
1. Trlongulotlon
2. Mombor Chocks
Lxpected Results:
Tho llndlngs ol tho stud, wll l sorvo os o sourco ol rosoorch lnlormotlon
to utlllzod lor bottor school monogomont proctlcos. Tho stud, wlll holp tho hood toochors ond oco-
domlc loodors to lmprovo tho monogomont ond lunctlonlng ol schools olloctlvol,. Tho rosoorch
ortlclo wlll olso wlll publlshod ln tho quortorl, mogzlno tho lnstltuto. Tho coso stud, wlll bo tho
rosults ol tho stud, wlll bo dlssomlnotod to DlET locult,. Suporvlsors ond hood toochor through
cosocodo modo ocross tho stoto ond wlll olso bo lncludod os tho trolnlng contont ol tho hood tooch-
ors.
Operational Plan:
Tho stud, wll l bo compl otod wlth ln nlno months stortlng Juno 2003 tho
tontotlvo plon lor vorlous octlvltlos ls lndlcotod bolow :
- Juno 2003 Controct wlth Dllloront Agonclos ond ldontlllcotlon ol Schools lor tho Stud,
- Jul, to Soptombor 2003 Doto Colloctlon ond Flold Vlslts
- Oct. to Doc. 2003 Tobulotlon onol,sls ond lntorprototlon ol tho doto.
- Jon ond Fob. 2003 Roport Proporotlon
An oxporloncod toom ol rosoorchos ls ovoll obl o to corr,out thls stud,. Tho
rosoorch toom wlll comprlso : -
1. Mr. Krlshno Mohon Trlpothl
2. Mr. Subhoshlnl Pollwol
3. Dr. (Mrs.) Anjono Shormo
4. Dr. Ashwonl Kumor Gorg