School principals’ perceptions on the diversification of school financing sources: A study using Delphi method

Alazmi, Meznah S.; Al-Kubaisi, Huda

doi:10.1177/0892020619897372

Cited by 4 publications

(6 citation statements)

References 16 publications

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“…The Delphi method screens and synthesizes the opinions of experts. Using this technique, experts do not need to meet each other, which helps prevent confrontation or conflicts of personalities and the influence of an influential person in the group of experts (Alazmi & Al-Kubaisi, 2020). This technique brings optimum economic efficiency, especially when experts are in different locations.…”

Section: Methodsmentioning

confidence: 99%

Competency Gap in the Labor Market: Evidence from Vietnam

Le¹,

Doan²,

Nguyen³

et al. 2020

JAFEB

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The relationship between education and work is of the greatest concern to individuals and society because they are the key drivers of growth and development. In the context of Industry 4.0, labor and educators are facing the challenges of big changes in the workplace. How to prepare undergraduate students for the world of employment has become the most important mission of higher education providers. This paper explored the competency gap in the labor market in Vietnam from the perspective of employees who have been dissatisfied with the current status. First, a qualitative method with the Delphi technique was applied to confirm this consensus in an employees' competency model. Then, the satisfaction level for each competency criterion was explored by applying the advance quantitative method, namely, best non-fuzzy performance approach. Lifelong learning was ranked first, followed by creativity and innovation, foreign languages, expertise and digitalization, adaptability, and finally, organizing and managing ability. Critical thinking and problem-solving were perceived to have the biggest gap. The order of competency satisfaction is useful in explaining the mismatch between education quality and labor market demand. The findings provide valuable guidelines for education managers who seek to bridge the competency gap and improve education quality.

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Section: Methodsmentioning

confidence: 99%

Competency Gap in the Labor Market: Evidence from Vietnam

Le¹,

Doan²,

Nguyen³

et al. 2020

JAFEB

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“…In the education sector, most studies have focused on school leaders' budgeting (Sinclair & Malen, 2021), accountability (Keddie & Holloway, 2020;Paletta et al, 2020;Wang et al, 2022), cost-sharing (Alazmi & Al-Kubaisi, 2020;Hayes & Burkett, 2021), internal revenue generation (Mbah & Onuora, 2018;Odigwe, 2020;Onyeche, 2018) fund management (Aliyu, 2018;Odigwe & Owan, 2022;Owan et al, 2021), and resource procurement practices (Buys et al, 2020;Prabhakar et al, 2022) and other related constructs. Although some of these variables are tied to administrative expenses in one or the other (for example, resource procurement), the extent to which principals' day-to-day expenditure predicts students' outcomes was not the focus of the cited studies.…”

Section: Studies On Administrative Expensesmentioning

confidence: 99%

Predicting students’ multidimensional learning outcomes in public secondary schools: The roles of school facilities, administrative expenses and curriculum

2023

JALT

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Previous research has assessed school facilities, administrative expenditures and curriculum and their relative contributions to students' cognitive learning outcomes. This suggested the need to investigate further how these predictors may impact students' affective and psychomotor outcomes. The current research studied the combined and relative prediction of school facilities, administrative expenses and curriculum on students' overall cognitive, affective and psychomotor learning outcomes in public secondary schools. A cross-sectional research design was employed in this study, involving 87 school administrators and a randomly selected group of 915 senior secondary class II (SS2) students. For data collection, we utilised the School Inputs Questionnaire (SIQ) and Educational Outcomes Questionnaire (EOQ), both developed by the researchers and validated through expert assessments, including content validity, Exploratory Factor Analysis (EFA) for dimensionality, Confirmatory Factor Analysis (CFA) for goodness of fit, and reliability using Cronbach's alpha. The results of these assessments demonstrated acceptable outcomes aligned with international standards. Hierarchical regression analysis was conducted to analyse the collected data. The findings indicated that enhancing the provision of quality school facilities, administrative expenses, and school curricula improved students' overall cognitive, affective, and psychomotor learning outcomes. Specifically, administrative expenses and school curriculum had significant predictive power for students' overall cognitive, affective, and psychomotor learning outcomes. However, while school facilities significantly predicted students' overall, affective, and psychomotor dimensions, they did not significantly predict the cognitive dimension. These findings offer valuable insights for policymakers and educators aiming to enhance the educational quality in public secondary schools.

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“…Many researchers defined funding as the ability to provide sufficient financial resources to meet the needs of an activity to achieve its goals and provide alternatives to renew its resources (Alazmi & Al-Kubaisi, 2020). Consequently, financing education specifically means providing sufficient financial resources for educational institutions to achieve their goals by making the best use of available resources and effectively managing and using these materials (Al-Hamaidi, 2011; Hussain, 2011).…”

Section: Education Financingmentioning

confidence: 99%

“…Table (5) shows the general areas of self-financing sources according to the qualitative analysis of the shareholders' interviews: Table 5. The in-demand self-financing sources according to their domains.…”

Section: Ran K17mentioning

confidence: 99%

“…The in-demand self-financing sources according to their domains. (5) shows that the self-financing sources of private schools were focused in two domains: "Academic Services" and "Extracurricular Activities". The number of self-financing sources in academic services reached three sources: "Academic enhancement programs for students", "Development courses and workshops for teachers and parents" and "School books", accounting for 18% of the total number of self-financing sources.…”

Section: Ran K17mentioning

confidence: 99%

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Developing a self-funding model for private schools in Jordan

Varouqa,

Tabieh

2023

E3S Web Conf.

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The purpose of the study was to identify the sources of self-financing in private Jordanian schools from the perspective of shareholders, the challenges that limit the increase and diversification of self-financing sources, and the actual procedural steps that school principals need to take to increase and diversify these sources in private schools. The researcher used the mixed method (quantitative and qualitative) as the general method for the study. To achieve the objectives of the study, two instruments were used to collect data. The first was a one-on-one semi-structured interview with school shareholders to explore the sources of self-financing of private schools, and the second was a five-scale questionnaire that included two axes. The first axis refers to the actual procedural steps taken by private school principals to increase and diversify sources of self-financing. The second axis was intended to capture the challenges faced by principals of these schools that limit their ability to increase and diversify these resources. The validity and reliability of the study instruments were tested. The study sample included (50) shareholders and (250) school principals in the capital city of Amman.The results of the study showed that from the shareholders’ perspective, school fees ranked first in relative importance as a source of self-financing for private schools and that the best executive measure that would lead to increased self-financing is the “Providing additional paid academic services for students (notes, question banks, photocopying, etc).” The results also showed that the biggest challenge that would limit self-financing is the “Limited purchasing power of local community members in light of emergency crises such as the Corona pandemic.” The findings also showed that school principals believe that expanding executive procedures to diversify resources would reduce the challenges they might face. The study recommended the development of a strategic plan to diversify the self-financing sources of private schools in Jordan to reduce their dependence on student fee as basic funding, as well as the development of an appropriate procedural guide to assist school principals in implementing the strategic plan.

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School principals’ perceptions on the diversification of school financing sources: A study using Delphi method

Cited by 4 publications

References 16 publications

Competency Gap in the Labor Market: Evidence from Vietnam

Competency Gap in the Labor Market: Evidence from Vietnam

Predicting students’ multidimensional learning outcomes in public secondary schools: The roles of school facilities, administrative expenses and curriculum

Developing a self-funding model for private schools in Jordan

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