School Stakeholders' Perspectives on the Implementation of School‐Based Management in Vietnam's Education Reform
Datos Bibliográficos
| ID | 21446151 |
|---|---|
| Autores | Kien The Pham (0000-0002-2622-0736, Hue University Hue Vietnam), Xuan Van Ha (0000-0001-7538-0659, Department of Foreign Languages Ha Tinh University Ha Tinh Vietnam), Thanh‐dam Truong (0000-0002-0699-0733, Quang Tri Teacher Training College Dong Ha Quang Tri Vietnam), Hong‐Van Thi Dinh (0000-0002-1665-9083, Department of Psychology and Education University of Education, Hue University Hue Vietnam), Hoang‐Yen Thi Duong (VNU University of Education Hanoi Vietnam), Tuan‐Vinh Nguyen (0009-0007-0783-8251, University of Education, Hue University Hue Vietnam, autor de correspondencia) |
| Año | 2025 |
| Volumen | 60 |
| Número | 3 |
| Fecha de publicación | 2025-09-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | European Journal of Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.70193 |
| OpenAlex | W4413212598 |
| Idioma | EN |
| Citas recibidas | 3 |
| Referencias citadas | 45 |
School‐based management (SBM) enhances decentralisation and autonomy to improve school leadership and management, but in countries like Vietnam, research on its implementation remains limited. This study investigates SBM practices in Vietnamese primary schools, where current education reforms focus on administrative decentralisation and grant schools more decision‐making authority in areas such as personnel, finance, administration and curriculum. The participants included principals, academic group leaders, and teachers from nine primary schools (45 individuals in total). Analysis of in‐depth interviews revealed that SBM implementation in Vietnamese primary schools is partial and inconsistent. Although each participating school had a complete school council, decision‐making was not fully decentralised, especially in areas such as budgeting, principal selection, and teacher recruitment. The principal and the school council did not appear to play a significant role in these decision‐making processes. Teachers mainly participated in minor decisions, like recognition programmes and discipline, but hesitated on broader issues due to lack of confidence, fear of repercussions, and cultural deference. Additionally, the involvement of students' parents appeared to be formal and superficial. The study discusses implications for effective SBM in Vietnamese and similar contexts
Autonomy · Curriculum · Decentralization · Deference · Focus group · Participative decision-making · Pedagogy · Political science · Principal (computer security) · Public relations · Sociology · Vietnamese · Educational Assessment and Improvement · Global Educational Reforms and Inequalities · Public Administration · School Choice and Performance
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| Obras citantes distintas | 3 |
|---|---|
| Citas por año | 3 |
| Intervalo de citas | 2026 - 2026 (1) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 3 |