Authors :
Suman Gyawali
Volume/Issue :
Volume 8 - 2023, Issue 7 - July
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://tinyurl.com/4fde7vsy
DOI :
https://doi.org/10.5281/zenodo.8241099
Abstract :
The paper aims to explore the engagement of
school stakeholders for transformative school performance
through participatory school self-evaluation. I visited
community schools in the Dhading district regularly from
January to May 2022. I interacted with the teachers,
students, parents, management committee members, as well
as local government representatives, and commonly they
shared that our school is in a bad situation. While talking
with the teachers, they said parents don't give priority to
their children and their studies. Parents also said teachers
don't come to school regularly and don't teach properly. In
addition, the head teacher said teachers don't follow my
advice and school norms, as well as that nobody supports
me.Further, management committee members said
teachers don't teach properly and are not dedicated.Throughout my visit, I found no mechanism or practice
where all stakeholders gather and discuss the common
agendas or issues of schools. Finally, as an action research
approach, I conducted a two-day participatory school self-
evaluation workshop in three secondary-level schools,
where all stakeholders were presented. Finally, all
participants realized they have individual responsibilities to
make a better school and committed to active engagement
in the coming days. The research is based on observation,
informal discussion, in-person interviews, and field-based
experience. The study was conducted based on the child-
friendly school standard for quality education developed by
the Department of Education in Nepal in 2010. The paper is
useful for researchers, teachers, educators, and many more
who are involved in the education field. The study
ultimately contributes to the use of school self-assessment
tools for transformative school performance.
Keywords :
School Self-Evaluation; Stakeholders' Engagement; Participatory Approach; Transformative School Performance.
The paper aims to explore the engagement of
school stakeholders for transformative school performance
through participatory school self-evaluation. I visited
community schools in the Dhading district regularly from
January to May 2022. I interacted with the teachers,
students, parents, management committee members, as well
as local government representatives, and commonly they
shared that our school is in a bad situation. While talking
with the teachers, they said parents don't give priority to
their children and their studies. Parents also said teachers
don't come to school regularly and don't teach properly. In
addition, the head teacher said teachers don't follow my
advice and school norms, as well as that nobody supports
me.Further, management committee members said
teachers don't teach properly and are not dedicated.Throughout my visit, I found no mechanism or practice
where all stakeholders gather and discuss the common
agendas or issues of schools. Finally, as an action research
approach, I conducted a two-day participatory school self-
evaluation workshop in three secondary-level schools,
where all stakeholders were presented. Finally, all
participants realized they have individual responsibilities to
make a better school and committed to active engagement
in the coming days. The research is based on observation,
informal discussion, in-person interviews, and field-based
experience. The study was conducted based on the child-
friendly school standard for quality education developed by
the Department of Education in Nepal in 2010. The paper is
useful for researchers, teachers, educators, and many more
who are involved in the education field. The study
ultimately contributes to the use of school self-assessment
tools for transformative school performance.
Keywords :
School Self-Evaluation; Stakeholders' Engagement; Participatory Approach; Transformative School Performance.
