Abstract
The purpose of this study is to determine the level of change management indicators in the context of empowering the District Education Office (DEO) and to explore whether indicators of implementation of change management in the context of the process of empowering the DEOs. This study uses an explanatory sequential design approach. A total of 103 Head of District Education Officers (HDEO) from all over Malaysia were randomly selected as survey respondents and seven interview participants. Data were analyzed using SPSS software version 2.2. Meanwhile, qualitative research using semi-struc- tured interviews involved seven people, five HDEO and two Program Managers. Informants were selected using objective sampling and snowball sampling. Data were analyzed using Nvivo 11 software to construct the themes studied. The findings show that the level of empowerment in the District Education Office as a whole is very high with a mean score of 4.70. The theme findings for indicators of change management implementation in the context of empowering DEO include six key themes namely roles and responsibilities (Head of Education Officer, Program Manager, SIPartners+ and SISC+), performance dialog, provision management, Key Performance Indicators (KPIs), dashboards and Ratings DEO excellence. This study is important to District Education Officers, Deputy District Education Officers and all officials including SIPartners+ and SISC+ as indicators are preliminary interventions to detect any issues or issues that may arise during implementation of the change program. Therefore, through these change indicators can be a guide to ensure that changes are made in accordance with DTP’s plans and goals.
Highlights
The need for 21st century skills has led many world nations to rally in enhancing creativity and innovation skills, advanced technology and leadership skills
The findings show that the level of empowerment in the District Education Office as a whole is very high with a mean score of 4.70
In 2016 in the PPPM 2013-2025 Annual Report 2013-2025, the national achievement gap between urban and rural schools drastically expanded by 26.3% for UPSR 2016 compared to UPSR 2012 and the achievement gap between urban and rural schools at SPM level continued to decrease by 22.9% compared to 2012 (Ministry of Education Malaysia, 2017a)
Summary
The need for 21st century skills has led many world nations to rally in enhancing creativity and innovation skills, advanced technology and leadership skills. The management and governance to enhance the efficiency of the education system remains a key issue in the issue of efficiency in the provision of public services, which is still a function of functioning especially the functions of the Ministry of Education Malaysia (MoEM), State Education Department (SED) and DEO. It is visualized as hierarchical, highly centralized, and heavy at the top (sector, division) but small at the bottom (district, school), bureaucratic issues, as well as inefficient and ineffective management of resources and personnel, and the implementation of certain policies (Mohamed Yusoff et al, 2018). This has resulted in the DEO having limited authority in making decisions, drafting plans for school improvement and improving student performance in their respective districts
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