Abstract
(1) Background: This study is aimed at determining the strengthening process level, the learning organization level, and the indicator of change level among District Education Offices (PPDs’). This study aims to investigate the perceptions of the Head of District Education Officers and their use of change indicators in enhancing District Education Offices and their learning organization practices. (2) Methods: By using a mixed-method approach through an explanatory sequential design, a survey was conducted and 93 Head of District Education Officers throughout Malaysia were selected using the survey method through questionnaire. To identify the respondents, the study employed group sampling and strata random sampling techniques and the data analysis was conducted using the Statistical Packages for Social Sciences software. Then, the qualitative study involved five Head of District Education Officers and two Program Managers who were chosen through purposive and snowball sampling. Through semi-structured interviews, data were then collected, and themes were formulated and analyzed using Nvivo 11. (3) Results: The results of the descriptive analysis show that the strengthening process level, the learning organization level, and the change indicator level in the District Education Office, are all high. Thus, the research findings illuminate six theme of change indicators, i.e., namely, Head of District Education Officers Roles and Responsibilities, Program Manager Roles and Responsibilities, School Improvement Partner+ (SIP+) Roles and Responsibilities and School Improvement Specialist Coaches+ (SISC+) Roles and Responsibilities, Performance Dialogue, Provision Management, Key Performance Indicators (KPI), Dashboard and PPD Excellence Rating. (4) Conclusions: This study offers insights into how the PPDs’ can utilize, as a reference for monitoring, the implemented changes in the District Transformation Program, to see if they are on the right track, and also as treatment to deal with any conflicts or issues in the transformational programme.
Highlights
The District Education Offices (PPDs’) have been given decision-making authority, flexibility, and accountability in performing duties and enabling effective school planning.The Malaysian Education Development Plan (PPPM) 2013–2025 is aimed at improving the delivery system’s access, efficiency, equity, quality, and unity towards a better policy
This study found that SISC+ guides teachers in low-band schools, which is in line with the study by [28] in which the emphasis of the guidance and mentoring program of SISC+ officers are Standard Operating Procedures (SOP) subjects that have been specified by the Ministry of Education (MOE), which prioritize schools of bands 4, 5, 6, and 7
Results found that there have several change indicators that have been implementation in PPDs’, namely, the roles and responsibilities of the District Chief Education Officer, Program Manager, SIPartners+, SISC+, Performance Dialogue and allocation management, Key Performance
Summary
The District Education Offices (PPDs’) have been given decision-making authority, flexibility, and accountability in performing duties and enabling effective school planning. The Malaysian Education Development Plan (PPPM) 2013–2025 is aimed at improving the delivery system’s access, efficiency, equity, quality, and unity towards a better policy. The District Transformation Program is a deliberate effort to expedite the improvement of school performance, which is guided by the District Education Offices. In this regard, the decline and increase (decentralization) in power and authority allows for the smooth and confident duties by the officials involved [1]. PPDs’ authorization can increase the effectiveness and efficiency of a program that is intended towards aspiration of education
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