From Centralisation to Decentralisation: The Case of Israel as a Unique Pattern of Control in Education

Gaziel, Haim H.; Romm, Tsilia

doi:10.2307/1503117

Cited by 15 publications

(12 citation statements)

References 2 publications

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“…This reform was initiated by the Ministry of Education for two main reasons. First, central officials turned to decentralization as a last resort after realizing that all the other control mechanisms had failed (Gaziel and Romm 1988). Second, educators in Israel have long recognized the negative pedagogical effect of strong centralization, curriculum uniformity and the fragmented nature of the system (Vollansky and Bar-Elli 1995).…”

Section: The Introduction Of Sbm In the Israeli Educational Systemmentioning

confidence: 99%

School-based management and its effect on teacher commitment

Nir¹

2002

International Journal of Leadership in Education

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To what extent does school-based management (SBM) influence teachers' commitment? Using a longitudinal research design, this study reveals that SBM positively affects teachers' commitment to the teaching profession and to students' academic achievements and negatively affects their commitment to the school and to students' social well being. At the same time the findings show that teachers' autonomy on the job remained unchanged after SBM was introduced in schools. It is argued that SBM is perceived by teachers as a potential to increase their professional autonomy. However, based on the assumptions of the exchange perspective, the findings show that teachers increase their commitment towards issues that potentially may benefit them most. The study concludes that more time is needed before the impact of SBM on teacher commitment may be fully understood. However, it is argued that high demands for teacher effectiveness have to be followed by sufficient benefits and professional autonomy if SBM is to promote commitment rather than teacher burnout.

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Section: The Introduction Of Sbm In the Israeli Educational Systemmentioning

confidence: 99%

School-based management and its effect on teacher commitment

Nir¹

2002

International Journal of Leadership in Education

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“…As in other countries, the decentralization process occurred in response to broader socio-political factors such as the multi-cultural and multireligious structure of society and its political diversities. Gaziel and Romm (1988) summarized four additional factors associated with the transition to decentralization in education: (1) the inefficiency of the centralized system in promoting the educational system; (2) the gap between the policy formulated at the central level and its implementation at the local level; (3) failure of the educational system to advance disadvantaged students necessitated a relocation of resources allocated to helping such students; and (4) teachers' job dissatisfaction, which led to the quest to expand their professional autonomy. These trends, which occurred along with a decrease in the central government's monetary provision allocated to the local authorities, had an affect on the localities' (municipalities, local councils and regional councils) educational role, responsibilities and ability to provide proper educational services (Volansky, 2006;Yair, 2005).…”

Section: Research Settingmentioning

confidence: 99%

The LEA’s Role in a Decentralized School System: The School Principals’ View

Addi‐Raccah

Gavish²

2010

Educational Management Administration & Leadership

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Since the wave of school reform decentralization, schools now maintain a more dynamic and diverse relationship with their environment than they did in the past. School principals' relationships with the local educational authority (LEA) are a prominent example of this change in Israel. LEAs try to gain more pedagogic influence over schools while school principals become dependent on the LEA for financial and educational resources. This study examines school principals' attitudes toward the proactive role of the LEAs in localities that have adopted the school based management (SBM) reform, in comparison with localities that have not. The sample includes 165 school principals, of which 47.6 per cent adopted the SBM reform. Based on a discriminant analysis, school principals in localities that adopted the SBM reform, reported that LEAs increased their pedagogic influence on schools in return for providing financial resources. In contrast, in localities that have not adopted the SBM reform, schools principals' reported being empowered at the local level, with the LEA perceived as advising schools. The implications of this study for school-LEA power relations are discussed based on the social exchange theory.

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“…In 1992, however, the minister of education commissioned a steering committee to explore the possibility of expanding the scope of school autonomy and local-level accountability and introducing SBM in Israel. This was done after centralized control mechanisms failed (Gaziel & Romm, 1988) and the negative pedagogical effect of strong centralization, curriculum uniformity, and the fragmented nature of the system became visible (Vollansky & Bar-Elli, 1995).…”

Section: Contextmentioning

confidence: 99%

Antecedents of Teachers’ Perceived Effectiveness of School-Based-Managing Schools

Nir¹

2007

International Journal of Educational Reform

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The difficulty in education to determine causality between means and ends brings various issues and variables to the discussion about the antecedents of school effectiveness. Although teachers' level of professional development is clearly among the factors influencing student outcomes, little is known about the extent to which teachers connect administrative encouragement in their professional development with school effectiveness in school-based-managing (SBM) schools in which improved effectiveness is an expectation. Therefore, the following study attempts to assess to what extent teachers connect their professional development to school effectiveness and what is the relative importance of teacher proficiency in explaining perceived school effectiveness relative to other organizational features characterizing the inner school context and teacher-principal relations. Theoretical Background The assumed connection between SBM and the improvement of school outcomes is considered a major driving force behind some of the recent decentralization initiatives employed in educational systems around the world. An underlying assumption of SBM is the belief that increasing school control over managerial and educational issues will generate better-quality teaching and learning and, therefore, improved school effectiveness (D.

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From Centralisation to Decentralisation: The Case of Israel as a Unique Pattern of Control in Education

Cited by 15 publications

References 2 publications

School-based management and its effect on teacher commitment

School-based management and its effect on teacher commitment

The LEA’s Role in a Decentralized School System: The School Principals’ View

Antecedents of Teachers’ Perceived Effectiveness of School-Based-Managing Schools

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