Assessing School Development Planning Practices and Challenges in Primary Schools: A Qualitative Study
Abstract
To understand the school development planning (SDP) practices and the challenges faced by primary schools, this qualitative study focused on the analysis of semi-structured interview transcripts with seventeen school principals and eight pieces of school development plan texts in a southwestern province. The study revealed that most schools primarily assess internal factors such as strengths and weaknesses, with limited consideration of external factors. Regarding school issue diagnosis, the predominant methods include internal observation and summary, and oral feedback from stakeholders. Some schools also employed root cause analysis, meeting discussions, and questionnaires. These diagnostic methods largely rely on subjective judgment rather than empirical data. While these approaches are essential for diagnosing school issues, the over-reliance on subjective assessments results in less rigorous and scientific problem identification. The findings highlight the need for a more balanced approach that incorporates objective, data-driven methods to enhance the accuracy and effectiveness of school development planning.
References
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KHADIJA, H. (2022). STAKEHOLDERS IN EDUCATION. Annals of the University of Oradea, Economic Science Series, 31(1), P.425.
Khalili, A. (2016). Linking transformational leadership, creativity, innovation, and innovation-supportive climate. Management Decision, 54(9), 2277–2293. https://doi.org/10.1108/MD-03-2016-0196
Kotter, J. P. (1995). Leading Change: Why Transformation Efforts Fail. Harvard Business Review, 73(2), 55–67. https://doi.org/10.1016/S0960-894X(00)80004-9
Lee, Y.-H. (2013). Application of a SWOT-FANP Method. Technological and Economic Development of Economy, 4, 23. https://www.ceeol.com/search/article-detail?id=341110
Leithwood, K., & Sleegers, P. (2006). Transformational school leadership: Introduction. School Effectiveness and School Improvement, 17(2), 143–144.
Lewin, K. (1947). Frontiers in Group Dynamics: Concept, Method and Reality in Social Science; Social Equilibria and Social Change. Human Relations, 1(1), 5–41. https://doi.org/10.1177/001872674700100103
Lewin, K. (1997). Frontiers in Group Dynamics (1947). In Resolving social conflicts and field theory in social science (pp. 301–336). American Psychological Association. https://doi.org/10.1037/10269-023
Li, W., & Zhai, J. (2014). On the application of SWOT Analysis in the De Velopment Plan of Primary Schools —— a case study of J Elementary School in Shanghai. Teacher Education Forum, 27(11), 1–14.
Lippitt, R., Watson, J., & Westley, B. (1958). The Dynamics of Planned Change: A Comparative Study of Principles and Techniques. Harcourt, Brace.
Lu, N., Chen, S., & Zheng, Y. (2010). The Description and Analysis of Changes and Continuities in the Policy Documents issued from 1989to 2009. Tsinghua Journal of Education, 31(5), 1–8.
Martinez, C., & Olander, S. (2015). Stakeholder Participation for Sustainable Property Development. Procedia Economics and Finance, 21(15), 57–63. https://doi.org/10.1016/s2212-5671(15)00150-1
Medley, B. C., & Akan, O. H. (2008). Creating positive change in community organizations: A case for rediscovering Lewin. Nonprofit Management and Leadership, 18(4), 485–496.
Meyers, C. V., & VanGronigen, B. A. (2019). A lack of authentic school improvement plan development: Evidence of principal satisficing behavior. Journal of Educational Administration, 57(3), 261–278. https://doi.org/10.1108/JEA-09-2018-0154
Milano, M. N., Mabrouk, E. H., Bouayad, A., Khattabi, K. El, Korchi, A., Ajdir, K., Ouriagli, M., & Khattabi, E. (2019). Problems and strategy of educational development in Morocco. Milano: New Trends and Issues Proceedings on Humanities and Social Sciences, 6(1), 430–439.
Ministry of Education of the P.R.C. (2013). Notice of the Ministry of Education issued the "Professional Standards for Principals of Compulsory Education. Ministry of Education of the P.R.C. http://www.moe.gov.cn/srcsite/A10/s7151/201302/t20130216_147899.html
Nichols, S. L., Glass, G. V, & Berliner, D. C. (2012). High-stakes Testing and Student Achievement: Updated Analyses with NAEP Data. Education Policy Analysis Archives, 20(20).
Oerther, S. (2021). Designing interview guides on stress and coping related to parenting pre-teen children: an example from a hermeneutic phenomenological study. Nursing Open, 8(5), 2142–2152. https://doi.org/10.1002/nop2.778
Richesin, A. (2011). Assessing the Implementation of a Non-profit Organizational Change Initiative Using Kotter’s (1995) 8 Step Change Model. Undergraduate Honors Theses, 5, 1–34. https://dc.etsu.edu/honors/10
Rowe, G., Marsh, R., & Frewer, L. J. (2004). Evaluation of a Deliberative Conference. Science Technology and Human Values, 29(1), 88–121. https://doi.org/10.1177/0162243903259194
Schein, E. H. (2010). Organizational Culture and Leadership. John Wiley & Sons.
Smith, L. G. (1993). Impact Assessment and Sustainable Resource Management. Longman. https://doi.org/https://doi.org/10.4324/9781315846187
SmithBattle, L. (2019). Housing trajectories of teen mothers and their families over 28 years. American Journal of Orthopsychiatry, 89(2), 258–267. https://doi.org/10.1037/ort0000347
Sucuoğlu, E., & Erdem, G. (2021). Effects of sustainable strategic planning applications in primary schools on the effectiveness of total quality management practices. Sustainability (Switzerland), 13(18). https://doi.org/10.3390/su13189998
Sun, J., & Cheng, J. (2012). Analysis of the Theoretical Framework of School Development Planning. Modern Education Management, 11, 32–40. https://doi.org/10.16697/j.cnki.xdjygl.2012.11.021
VanGronigen, B. A., & Meyers, C. (2020). Short-cycle school improvement planning as a lever to launch school turnaround: A descriptive analysis of plans. Teachers College Record, 122(5), 69–88. https://doi.org/10.1177/016146812012200501
Xi, M., Yu, Q., Xiong, Y., & Zhang, Q. (2018). Investigation and Research on the Professional Development of Principals of Primary and Secondary Schools ———Based on the empirical analysis of three sample counties (districts) in Guangdong Province. Shanghai Research on Education, 03, 46–51. https://doi.org/10.16194/j.cnki.31-1059/g4.2018.03.013
Yan, W., & Chen, J. (2018). School Development Planning from the Perspective of Principals’ Professional Standards — —Based on the Questionnaire Analysis of 196 Junior High School Principals in Shanghai. Modern Education Management, 3, 36–41. https://doi.org/10.16697/j.cnki.xdjygl.2018.03.006
Yu，Chuan, & Huo, G. (2022). Difficulties and Solutions of Principals’ Professional Development from the Perspective of Teachers ———Based on the investigation and analysis of principals’ professional standards. Principal of Primary and Secondary Schools, 02, 58–61.
Zhang, D. (2022). Writing Framework and Preparation Methods for High-Quality School Development Plans. Journal of Teaching and Management, 11–14.
Zuraik, A., & Kelly, L. (2019). The role of CEO transformational leadership and innovation climate in exploration and exploitation. European Journal of Innovation Management, 22(1), 84–104. https://doi.org/10.1108/EJIM-10-2017-0142
Andriani, S., Kesumawati, N., & Kristiawan, M. (2018). The influence of the transformational leadership and work motivation on teachers performance. International Journal of Scientific and Technology Research, 7(7), 19–29.
Armenakis, A. A., Bernerth, J. B., Pitts, J. P., & Walker, H. J. (2007). Organizational change recipients’ beliefs scale: Development of an assessment instrument. Journal of Applied Behavioral Science, 43(4), 481–505. https://doi.org/10.1177/0021886307303654
Aydin, A., Sarier, Yi., & Uysal, Ş. (2013). The Effect of School Principals ’ Leadership Styles on Teachers ’ Organizational Commitment and Job. Educational Sciences: Theory and Practice, 13(2), 806–811.
Bass, B. M., & Riggio, R. E. (2006). Transformational leadership.
Batras, D., Duff, C., & Smith, B. J. (2014). Organizational Change Theory: Implications for Health Promotion Practice. Health Promotion International, 31(1), 231–241. https://doi.org/10.1093/heapro/dau098
Bi, S., & Ma, H. (2018). Research on principal training model based on problem diagnosis and school development planning. Primary and Secondary School Principals, 6, 3–6.
Bowen, G. A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9(2), 27–40. doi:10.3316/qrj0902027
Burnes, B. (2004a). Kurt Lewin and the planned approach to change: A re-appraisal. Journal of Management Studies, 41(6), 977–1002. https://doi.org/10.1111/j.1467-6486.2004.00463.x
Burnes, B. (2004b). Managing Change: A Strategic Approach to Organizational Dynamics (4th ed.). Financial Times Prentice Hall.
Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652–661. https://doi.org/10.1177/1744987120927206
Cao, Z., Wang, K., & Wang, H. (2022). School Development Planning in China：The Theoretical Review， Practical Problems and Development Strategies. Theory and Practice of Education, 42(22), 34–39.
Cheng, H. (2023). How to formulate a scientific and pragmatic school development plan? School Administration, 09, 44–47.
Choi, S. L., Goh, C. F., Adam, M. B. H., & Tan, O. K. (2016). Transformational leadership, empowerment, and job satisfaction: The mediating role of employee empowerment. Human Resources for Health, 14(1), 1–14. https://doi.org/10.1186/s12960-016-0171-2
Cohen, M. (1999). Commentary on the Organization Science Special Issue on Complexity . Organization Science, 10(3), 373–376. https://doi.org/10.1287/orsc.10.3.373
CPC Central Committee and State Council. (2019). The Central Committee of the CPC and the State Council issued “China Education Modernization 2035.” People’s Education, 3(3), 7,8.
Creswel. (2015). A Concise Introduction to Mixed Methods Research. USA: SAGE publications.
Cuckle, P., & Broadhead, P. (2003). Developments in development planning in English primary schools. School Leadership and Management Management, 23, 229–240.
Cummings, T. G., & Worley, C. G. (2001). Organization Development and Change. In Futuristic Trends in Management Volume 3 Book 9 (7th editio). Mason, OH: South-Western College Publishing. https://doi.org/10.58532/v3bhma9p3ch7
Dawson, P. M. (1994). Organizational Change: A Processual Approach. Paul Chapman Publishing.
Department of Education and Science of Ireland. (1999). Whole School Evaluation. Dublin: Stationery Office.
DiCicco-Bloom, B., & Crabtree, B. F. (2006). The qualitative research interview. Medical Education, 40(4), 314–321. https://doi.org/10.1111/j.1365-2929.2006.02418.x
Giles, C. (1998). Control or Empowerment: The Role of Site-based Planning in School Improvement. Educational Management & Administration, 26(4), 407–415.
Halcomb, E. J., & Davidson, P. M. (2006). Is verbatim transcription of interview data always necessary? Applied Nursing Research, 19(1), 38–42. https://doi.org/10.1016/j.apnr.2005.06.001
Hallinger, P., & Heck, R. H. (1996). The Principal’s Role in School Effectiveness:An Assessment of Methodological Progress, 1980-1995. In International handbook of Educational Administration (Vol. 32, Issue 1, pp. 723–783). The Netherlands: Kluwer Academic Publishers. https://doi.org/10.1177/0013161X96032001002
Innes, J. E., & Booher, D. E. (2005). IURD Reprint Series Title Reframing Public Participation: Strategies for the 21st Century Publication Date. Planning Theory & Practice, 5(4), 419–436.
KHADIJA, H. (2022). STAKEHOLDERS IN EDUCATION. Annals of the University of Oradea, Economic Science Series, 31(1), P.425.
Khalili, A. (2016). Linking transformational leadership, creativity, innovation, and innovation-supportive climate. Management Decision, 54(9), 2277–2293. https://doi.org/10.1108/MD-03-2016-0196
Kotter, J. P. (1995). Leading Change: Why Transformation Efforts Fail. Harvard Business Review, 73(2), 55–67. https://doi.org/10.1016/S0960-894X(00)80004-9
Lee, Y.-H. (2013). Application of a SWOT-FANP Method. Technological and Economic Development of Economy, 4, 23. https://www.ceeol.com/search/article-detail?id=341110
Leithwood, K., & Sleegers, P. (2006). Transformational school leadership: Introduction. School Effectiveness and School Improvement, 17(2), 143–144.
Lewin, K. (1947). Frontiers in Group Dynamics: Concept, Method and Reality in Social Science; Social Equilibria and Social Change. Human Relations, 1(1), 5–41. https://doi.org/10.1177/001872674700100103
Lewin, K. (1997). Frontiers in Group Dynamics (1947). In Resolving social conflicts and field theory in social science (pp. 301–336). American Psychological Association. https://doi.org/10.1037/10269-023
Li, W., & Zhai, J. (2014). On the application of SWOT Analysis in the De Velopment Plan of Primary Schools —— a case study of J Elementary School in Shanghai. Teacher Education Forum, 27(11), 1–14.
Lippitt, R., Watson, J., & Westley, B. (1958). The Dynamics of Planned Change: A Comparative Study of Principles and Techniques. Harcourt, Brace.
Lu, N., Chen, S., & Zheng, Y. (2010). The Description and Analysis of Changes and Continuities in the Policy Documents issued from 1989to 2009. Tsinghua Journal of Education, 31(5), 1–8.
Martinez, C., & Olander, S. (2015). Stakeholder Participation for Sustainable Property Development. Procedia Economics and Finance, 21(15), 57–63. https://doi.org/10.1016/s2212-5671(15)00150-1
Medley, B. C., & Akan, O. H. (2008). Creating positive change in community organizations: A case for rediscovering Lewin. Nonprofit Management and Leadership, 18(4), 485–496.
Meyers, C. V., & VanGronigen, B. A. (2019). A lack of authentic school improvement plan development: Evidence of principal satisficing behavior. Journal of Educational Administration, 57(3), 261–278. https://doi.org/10.1108/JEA-09-2018-0154
Milano, M. N., Mabrouk, E. H., Bouayad, A., Khattabi, K. El, Korchi, A., Ajdir, K., Ouriagli, M., & Khattabi, E. (2019). Problems and strategy of educational development in Morocco. Milano: New Trends and Issues Proceedings on Humanities and Social Sciences, 6(1), 430–439.
Ministry of Education of the P.R.C. (2013). Notice of the Ministry of Education issued the "Professional Standards for Principals of Compulsory Education. Ministry of Education of the P.R.C. http://www.moe.gov.cn/srcsite/A10/s7151/201302/t20130216_147899.html
Nichols, S. L., Glass, G. V, & Berliner, D. C. (2012). High-stakes Testing and Student Achievement: Updated Analyses with NAEP Data. Education Policy Analysis Archives, 20(20).
Oerther, S. (2021). Designing interview guides on stress and coping related to parenting pre-teen children: an example from a hermeneutic phenomenological study. Nursing Open, 8(5), 2142–2152. https://doi.org/10.1002/nop2.778
Richesin, A. (2011). Assessing the Implementation of a Non-profit Organizational Change Initiative Using Kotter’s (1995) 8 Step Change Model. Undergraduate Honors Theses, 5, 1–34. https://dc.etsu.edu/honors/10
Rowe, G., Marsh, R., & Frewer, L. J. (2004). Evaluation of a Deliberative Conference. Science Technology and Human Values, 29(1), 88–121. https://doi.org/10.1177/0162243903259194
Schein, E. H. (2010). Organizational Culture and Leadership. John Wiley & Sons.
Smith, L. G. (1993). Impact Assessment and Sustainable Resource Management. Longman. https://doi.org/https://doi.org/10.4324/9781315846187
SmithBattle, L. (2019). Housing trajectories of teen mothers and their families over 28 years. American Journal of Orthopsychiatry, 89(2), 258–267. https://doi.org/10.1037/ort0000347
Sucuoğlu, E., & Erdem, G. (2021). Effects of sustainable strategic planning applications in primary schools on the effectiveness of total quality management practices. Sustainability (Switzerland), 13(18). https://doi.org/10.3390/su13189998
Sun, J., & Cheng, J. (2012). Analysis of the Theoretical Framework of School Development Planning. Modern Education Management, 11, 32–40. https://doi.org/10.16697/j.cnki.xdjygl.2012.11.021
VanGronigen, B. A., & Meyers, C. (2020). Short-cycle school improvement planning as a lever to launch school turnaround: A descriptive analysis of plans. Teachers College Record, 122(5), 69–88. https://doi.org/10.1177/016146812012200501
Xi, M., Yu, Q., Xiong, Y., & Zhang, Q. (2018). Investigation and Research on the Professional Development of Principals of Primary and Secondary Schools ———Based on the empirical analysis of three sample counties (districts) in Guangdong Province. Shanghai Research on Education, 03, 46–51. https://doi.org/10.16194/j.cnki.31-1059/g4.2018.03.013
Yan, W., & Chen, J. (2018). School Development Planning from the Perspective of Principals’ Professional Standards — —Based on the Questionnaire Analysis of 196 Junior High School Principals in Shanghai. Modern Education Management, 3, 36–41. https://doi.org/10.16697/j.cnki.xdjygl.2018.03.006
Yu，Chuan, & Huo, G. (2022). Difficulties and Solutions of Principals’ Professional Development from the Perspective of Teachers ———Based on the investigation and analysis of principals’ professional standards. Principal of Primary and Secondary Schools, 02, 58–61.
Zhang, D. (2022). Writing Framework and Preparation Methods for High-Quality School Development Plans. Journal of Teaching and Management, 11–14.
Zuraik, A., & Kelly, L. (2019). The role of CEO transformational leadership and innovation climate in exploration and exploitation. European Journal of Innovation Management, 22(1), 84–104. https://doi.org/10.1108/EJIM-10-2017-0142
Published
2024-09-01
How to Cite
SHANSHAN, Liu; S.L CHEAH, Kenny; ABDULLA, Zuraidah.
Assessing School Development Planning Practices and Challenges in Primary Schools: A Qualitative Study.
International Journal of Advanced Research in Education and Society, [S.l.], v. 6, n. 3, p. 27-39, sep. 2024.
ISSN 2682-8138.
Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/27530>. Date accessed: 05 dec. 2024.
Section
English Section
