The roles of educational, political, and community leaders in the decentralization of education in Khyber Pakhtunkhwa (KPK) province of Pakistan were explored in this phenomenological research. Examined were leaders' perceptions and understandings of decentralization and its effects on teacher instructional practices, process of student learning, local accountability, and monitoring.
Four semi-structured interview protocols were used to interview seven political leaders, five district education officers, two officers from the Ministry of Education of KPK, five high school principals in KPK, and six community leaders who participated as either a member or the Chairperson of the Parents Teachers Council. Participants selected were from 25 districts of the province, based on convenience sampling.
Findings indicated there was a slow progression toward decentralization in education in the province of KPK and that decentralization without skills and capacity of stakeholders was not feasible. Findings supported the need to develop the skills and capacity required of all stakeholders, particularly principals and district level administrative staff if decentralization is to occur.
Recommendations for a massive campaign through print and electronic media to inform parents and the community of the benefits of education and their participation in public school administration were made. Recommendations to change the selection criteria for principals and district level school administrators were made.
|Advisor:||Tatum, Stephanie L.|
|School Location:||United States -- New York|
|Source:||DAI-A 77/11(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education Policy, School administration|
|Keywords:||Community and Decentralization of Education, Decentralization of Education, Politics and Education, Principals Empowerment, School Based Management, Skills and Capacity of Educational Leaders|
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