Objetivo 2: Hipótesis

This chapter discussed the findings of this study in light of the research questions and relevant knowledge in the literature review related to the field of school administrators and schoolteachers’ perspectives about the extent to which schoolteachers should be involved in educational decision-making. Barrera-Osorio, Fasih, Patrinos & Santibanez (2009) argue, “decentralizing decision-making encourages demand for a higher quality of education and ensures that schools reflect local priorities and values” (p. 2). The Qatar educational reform “Education for a New Era” was designed in theory to provide a more decentralized governance system replacing the previously centralized system (Brewer, et. al., 2007). However, findings from this study indicate that there is a continuation of a centralized system. It is also important to note that the findings in this study coincide with those of previous studies conducted the 1980s and 1990s (El- Sheikh & Salama, 1982; Al- Siddiqi, 1983; Al-Derhim, 1984; Al-Misnad, 1985; Al-Musleh, 1988; 1993). Thus, this

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indicates that in spite of the reform, changes and suggestions for a decentralized school system, Qatari Independent Schools seem to return to a centralized system. It can be argued in this study that Qatari Independent Schools are influenced by a top-down approach evident in the hierarchical and vertical structures and relations. It is clear from participants’ responses that the SEC is at the apex of the educational pyramid decision-making process followed by school administrators and then schoolteachers. All groups have a clear understanding of their role and its relationship to the SEC. Figure 3 illustrates the educational pyramid of the decision- making process in Independent School in Qatar.

Figure 3. The Educational Pyramid of the Decision-Making Process in the Independent Schools in Qatar

As illustrated, the SEC is on the top of the decision-making pyramid and seems to utilize absolute authority to make and pass down decisions that includes supervision, planning and division of work, clear definition of duties and responsibilities in order to accomplish the designed objectives all developed and imposed by the SEC. The SEC utilizes a top-down approach to management that requires administrators and teachers to implement those decisions. The administrators are directly accountable to the SEC. In spite of this leadership

SEC

Administrators

Schoolteachers

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structure, school administrators and schoolteachers indicate, although to different degree, the desire for more input into decision-making or possibly closing of the gap between the school administrators and schoolteachers’ roles in relation to decision- making.

The findings of this study demonstrate that school administrators were more enthusiastic than schoolteachers about schoolteachers’ involvement in making decisions related to school’s goals and policies. These findings indicate that administrators have more confidence in schoolteachers participating in these areas than schoolteachers. This could be the result of a system that traditionally alienates schoolteachers form the decision-making process. As the reform develops and teachers are asked to be involved in decision-making, they revert back to the way things used to be and this could account for the lack of confidence. More importantly, the SEC’s top-down approach to leadership has also alienated schoolteachers and they have learned that they have no role in decision-making because these types of decision are for the SEC and leaders in the schools. Hence, we see the schoolteachers indicating less enthusiasm because in the past (and possibly currently) their voices have not been heard or taken seriously.

It can be inferred that at times, participants in this study desire a collegial management model (Bennett, Crawford, Levacic, Glover, & Earley, 2000) where power is shared among some or all members of an educational organization through a horizontal and democratic administrative structure which incorporates participatory decision-making processes. This seems to be the case for schoolteachers who want to have a say in the circumstances of their teaching positions and for administrators who provide collegial management model and desire input from teachers regarding

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curriculum issues. This is evident in the findings of this study. School administrators and schoolteachers recorded some similar responses regarding increasing schoolteachers’ involvement in decision-making in the area of curriculum and administrative policies for students. These are two areas of decision-making that teachers are well informed about and directly involved in. Therefore, the administrators in this study possibly recognize that this knowledge can be useful for making decision in these areas and teachers are confident in their knowledge and abilities to contribute positively in these areas.

Also, there were differences between schoolteachers and administrators in several areas related to administrative policies for teachers. Administrators were more enthusiastic about teachers’ involvement in decision-making about administrative policies for teachers. Administrators demonstrated more enthusiasm for increasing teachers’ involvement in promoting specific teachers to administrative level at school; assigning teachers to teach specific subjects and classes; determining teachers' teaching load; involving teachers in evaluating the school administration; participating in solving conflicts between teachers and school administrators; and assigning teachers to attend professional development programs after school. For example, the administrators indicated that they would welcome schoolteacher’s involvement in resolving conflict between teachers and administrators. However, this involvement would be completely new for teachers in independent schools and most teachers have not experienced involvement in resolving conflict. Schoolteachers would probably do well, if taught how to engage in the resolving of conflict but for most of these teachers, this is not even an idea

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they would consider since they probably have no prior knowledge regarding this issue.

Currently, the level of involvement varies between administrators and teachers and it seems in the Independent Schools there is a singular leadership that focuses on individual decision-making actions rather than collective activities. Keep in mind, this teacher involvement is limited to the school level and never really reaches the level of the Supreme Education Council. In addition, it is important to note that involvement in decision-making needs to be genuine. Two teachers mentioned during the interviews that the administration and SEC often trivialized the involvement for schoolteachers in the sense that when they were asked for input, their input and suggestions were never seriously considered or used in the decision- making process.

Cultural models of leadership (West-Burnham, 1997) provide some insight into the leadership embedded within Independent Schools. Cultural models focus on the culture of educational organizations and their informal elements rather than their formal structure. The cultural model stresses that shared values affect the way people behave and their view of others’ behaviour. Leaders are in charge of defining, generating and maintaining the school culture by implementing their own values and beliefs that rise from their own experiences. This becomes an important element because of the citizen and expatriate school administrators and schoolteachers’ cultures that are embedded in Independent Schools. With such diverse cultures represented within the Independent Schools, the issues of whose culture is developed in the school, whose values are represented and whose culture is valued are all issues that need to be addressed.

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Nationality was a factor regarding school administrators and schoolteachers’ perspectives toward the degree to which schoolteachers should be involved in making educational decisions. Both citizen and expatriate schoolteachers indicated that they support some sort of participatory or group decision-making system although the degree of involvement and reasons for involvement might be influenced by issues such as job security, inequality between citizen and expatriate teachers and Qatarization. Findings also indicate differences between the perspectives of the citizen and expatriate schoolteachers as expatriate schoolteachers wanted to have more involvement in making educational decisions than citizen schoolteachers. Expatriate schoolteachers’ lack of security could be the reason they would like to have a voice in the school policies that affect them directly while citizens have complete security and may not desire this involvement.

Finally, male administrators and male schoolteachers think schoolteachers should be more involved in making decisions related to schools’ educational goals and policies and schools’ curriculum than female administrators and female schoolteachers. It can be argued that the culture plays a role in these findings to some degree. There is a clear division in Qatar regarding males and females that is clearly reflected in these findings. Males could be more confident as leaders because they have more opportunities to develop their leadership skills and this confidence could be a reason they are willing to listen to others and have others involved in decision-making. On the other hand, females might lack confidence, experience and the negative view of females as leaders and decision makers in Qatari culture could be a reason for these findings.

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The findings of this study provide some insights into the current decision- making system in the Independent Schools in Qatar, school administrators and schoolteachers’ perceptions about schoolteachers’ role in this system and the degree to which they consider they should be involved in the educational decision- making process. In addition, the findings raise other relevant issues regarding school leadership and decision-making. The following chapter discusses this study’s contributions to the knowledge base, the implications of this study and provides recommendations for additional research.

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CHAPTER 7: CONCLUSION