Conducted by NwSSU
, Started on 2022 -
Completed on 2023
Completed
Published
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In recent years, there has been an increasing international movement towards decentralization, delegation and greater autonomy for schools in the public education sector with the aim of enhancing the international standard of education. This survey explored the contrasting viewpoints of teachers and school heads on school autonomy and school effectiveness as affective outcomes. Respondents came from three autonomous and non-autonomous schools in the Division of Samar, Philippines. It was revealed that the drive towards greater autonomy for schools is a real movement in today's education. Schools who have been delegated greater powers to take internal decisions, which traditionally required approval by the Department of Education, school staff are viewed as having greater control in decision-making with regard to internal school assessment, institutional staff development, school curriculum design, than schools who have not been allowed to do so. Although earlier research indicated that Autonomous Schools are more successful than non-autonomous Schools, the present study suggests that this hypothesis should be met with caution, as only 4 percent of the variance could be explained by variables (SBMs) in the present study. Further analysis would be required, considering the scale of the sample used here, if we are to articulate some hypothesis on the relationship between school autonomy and school performance.