The impact of a leadership training program on school based management and school community action in South West Praya, Lombok, Indonesia - PowerPoint PPT Presentation

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The impact of a leadership training program on school based management and school community action in South West Praya, Lombok, Indonesia

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Title: The impact of a leadership training program on school based management and school community action in South West Praya, Lombok, Indonesia


1
The impact of a leadership training program on
school based management and school community
action in South West Praya, Lombok, Indonesia
2
OVERVIEW
  • 1.The research project
  • 2. Methodology
  • 3. Outcomes
  • 4. Recommendations

3
THE RESEARCH PROJECT
  • Setting
  • Timing
  • Attachment to Aid Project

4
1. METHODOLOGY
  • Selection of schools/participants
  • Workshop program
  • Six month program

5
Workshop
  • It was motivation to me. It explained to me
    about leadership. Before we had an understanding
    that leadership is about anarchism and then after
    the workshop I learned that leadership is about
    cooperation, solving problems together, and not
    thinking that we are the only one who has the
    solution to solve problems (Principal, S H).
  • Before the workshop I believed that it was the
    responsibility of the school principal and the
    School Committee to improve the school but after
    the workshop I learned that it was everyones
    shared responsibility (School Committee 1, S M).
  • As a result of the leadership training I was
    able to express my opinions and receive other
    peoples suggestions (School Committee 2, SB).

6
Workshop Evaluation
7
DATA
  • Data collection
  • Comparative
  • schools

8
Journal
  • I have found that writing the journal is
    useful because the journal writing helped me to
    be honest with myself, about my weaknesses and
    strengths, and how I can improve in the future
    (Teacher 1, S H).
  • I found writing the journal as a very useful
    activity in fact I want to keep writing the
    journal every day from now on and I will. I will
    just have to manage my time between my husband
    and my family as well as my time at school
    (School Committee 2, S B).
  • The journal has helped me remember what I
    have done and to learn the weaknesses and
    strengths of a particular program and then to do
    better next time (School Committee 2, S M).

9
OUTCOMES
  • Schools practised shared leadership
  • Move from top-down to bottom-up leadership
  • Planning done at a school level
  • Community involved in decision making

10
Outcomes
11
Community
  • A good leader must be willing to serve the
    community (School Committee 1, S M).
  • Leadership is a tool to be used to empower a
    community (School Committee 1, S H).
  • The school doesnt belong just to the
    Government but also to the community and the
    community now understands that the school belongs
    to them. Before, this was a barrier in improving
    education in our village (School Committee 1, S
    B).

12
FURTHER OUTCOMES
  • Experiential style of workshop effective
  • Six month training program essential
  • Principals role crucial
  • No change occurred at comparative schools

13
Change
  • Yes I think the community has definitely seen
    changes in the school leadership. Before the
    school was like dying but not really dead yet
    (School Committee 1, S H).
  • We have to start from ourselves. Others wont
    follow or listen to us if we dont give or do
    something first. Look at ourselves then look at
    others. A bacteria across the sea can be seen but
    an elephant in front of our eyes cant be seen
    (School Committee 1, S B).
  • Leadership is a way to manage change (School
    Committee 1, SM ).

14
RECOMMENDATIONS
  • This is a valued program for attachment to future
    Aid Projects
  • The program should model distributed/shared
    leadership
  • The program is suitable for groups of up to 70
    participants
  • Regular site visits across the six month period
    are essential

15
Leadership
  • Before the workshop when I think of the word
    leadership I think of a leader, one man, who is
    the figure, one, who is the school leader or
    village leader. Now I know that leadership is not
    a one man show its everyones territory
    actually. Good leadership means sharing of roles
    and responsibilities (School Committee 1, S M).
  • Everybody is a leader, a leader
    for himself or herself or in a family
    or even in a bigger community (Teacher 1, S H).
  • Leadership has become part of myself. I cannot
    say much about the definition of leadership but I
    can only say it makes me feel good about myself.
    It makes me feel responsible and have creative
    ideas I seem to cant stop thinking about it
    (School Committee 2, S B).

16
FURTHER RECOMMENDATIONS
  • PAKEM methods should be modeled throughout the
    training program
  • Journals should be used for ongoing reflection
  • The initial Workshop should be held away from
    school sites
  • Training groups should share a common purpose
  • Practice leadership through in-school projects
  • Offer principals ongoing support

17
Sustainability
  • I think it would be definitely useful for
    other schools because our school has learned a
    lot from it and there have been changes happen in
    our school thanks to this program (School
    Committee 2, S B).
  • The sooner the better that there is this
    kind of program for other schools(School
    Committee 1, S M).
  • I think that it would be very good if this
    program is to be implemented in other schools. I
    think if teachers from other schools witness what
    we have achieved through this program I believe
    they would also want to be involved in this
    program. If teachers from other schools witness
    what we have achieved I believe that they would
    be inspired and they will want to follow (School
    Committee 2, S H).

18
Tasks required for decentralization
  • An ability to engage in shared decision making
  • Integration of the schools vision with that of
    the community and the inclusion of community
    stakeholders
  • Restructuring of roles at the school base
  • Determination to be accountable and transparent
  • Engagement in professional development
  • Desire to localise curriculum

19
FINAL THOUGHTS
  • Change dynamics
  • Opportunity for the future
  • Means of approaching SBM effectively
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