School-based management in Haiti: Committee members' perceptions of benefits, disadvantages, constraints and facilitators
Date of Award
Doctor of Education (Ed.D.)
First Committee Member
Anne Hocutt - Committee Chair
Second Committee Member
Beth Harry - Committee Member
The purpose of this study was to describe the perceptions of various stakeholders (parents, teachers, school principals) of the Haitian School System with regard to school-based management (SBM) efforts in Haiti. Through focus group interviews, the study obtained the perceptions of different groups of stakeholders regarding the benefits, disadvantages, constraints, and facilitators associated with implementation of SBM in the public schools in Haiti.Using purposive sampling, twenty schools that have implemented School-Based Management were chosen, ten in a rural district and ten in an urban district. Criteria for choosing schools included: rural and urban locations, three years of SBM experience and implementation of at least three SBM activities. 17 principals, 17 teachers and 14 parents took part in the study. Qualitative methods were used to summarize the data from the open-ended questions. Results indicated that: (1) School-Based Management is having a viable, but limited, impact on elementary public schools in Haiti. (2) There is a split along rural/urban lines regarding the implementation and effectiveness of School-based Management in the schools. (3) Parents appear to be more satisfied with the process than the other SBM participants, and they feel empowered to help make changes in the schools. (4) There is a big difference in teachers' perceptions of the process in the two areas. Teachers in rural areas are more involved and experienced greater satisfaction with the process.This research is intended to be used to further discussion and development of SBM in the Haitian education system.
Leroy, Reine Carmel, "School-based management in Haiti: Committee members' perceptions of benefits, disadvantages, constraints and facilitators" (2002). Dissertations from ProQuest. 1874.