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Educators’ Perceptions about School Development Planning: A Qualitative Case Study of One Kazakhstani School

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dc.contributor.author Bukutova, Assemgul
dc.date.accessioned 2019-12-06T07:50:06Z
dc.date.available 2019-12-06T07:50:06Z
dc.date.issued 2019-06
dc.identifier.citation Bukutova, A. (2019). Nazarbayev University Graduate School of Education, Nur-Sultan. en_US
dc.identifier.uri http://nur.nu.edu.kz/handle/123456789/4318
dc.description.abstract This study aimed to explore how School Development Planning (SDP) is understood and implemented by school leaders and teachers in one Kazakhstani school. By exploring teachers’ and school leaders’ perceptions and experiences of SDP, this study also looked into the challenges which educators encounter in developing and implementing SDP in their school. Using a qualitative case study method, six participants including school teachers, a principal, a vice principal, and a department head were recruited for face-to-face individual interviews, applying stratified sampling method. The collected qualitative data was analyzed and the findings point out that the participants define, understand and interpret SDP mainly in three ways: SDP as a written document, as a process, as a combination of both. The major significant factors which affect SDP are the capacity of school leadership, collaborative atmosphere and having sufficient time for planning, according to the respondents. Overall, there are more advantages than disadvantages of SDP both for the school and individuals in the organization as ascertained by the participants. The evidence from the data reveals that implementation of SDP is attributed to the creation of the school development plan (SDp) and its’ realization “by creating events”. It turned out that SDP processes such as review and evaluation suggested in the reviewed literature tend to be neglected by the research site since these two stages were not highlighted and depicted by the interviewees. The noteworthy challenges in SDP implementation are linked to school culture, leadership skills of educators, insufficient time for the creation of the SDp, lack of trainings for school leaders. Further studies can look at students’ and parents’ perceptions of SDP processes and the influences of these processes on students’ outcomes and learning experiences. en_US
dc.language.iso en en_US
dc.publisher Nazarbayev University Graduate School of Education en_US
dc.rights Attribution-NonCommercial-ShareAlike 3.0 United States *
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/3.0/us/ *
dc.subject school development en_US
dc.subject planning en_US
dc.subject implementation en_US
dc.subject Educators’ Perceptions en_US
dc.subject School Development Planning en_US
dc.subject Qualitative Case Study en_US
dc.subject Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education en_US
dc.title Educators’ Perceptions about School Development Planning: A Qualitative Case Study of One Kazakhstani School en_US
dc.type Thesis en_US
workflow.import.source science

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