School Management Issues

Topics: Education, School, Teacher Pages: 5 (1514 words) Published: December 31, 2010


The education system in Malaysia is not excluded for its own problems and issues all this while. Referring to the current issues in our education, I would like to point out several issues regarding the system, in which I analyzed deeper into several aspects most common in our education nowadays. I looked at this subject matter at the root of the problem – the school system itself. Education cannot be separated from school. Formal education starts from here and thus building the reputation of our entire education system. It is from the root that we have to go to in order to curb the problems that come along the way. Most of our schools are government-funded schools. The management system for all these schools is practically the same, with the principal at the top of the hierarchy. Nevertheless, there are a few issues that seriously need to be attended to. Below, I will highlight the issues in the school management system that is frequently being unrecognized and has not been given satisfactory attention. I will discuss about the system organization of the school itself, the structural issue in schools, the workload of teachers, and most importantly, the funding. I will later end the discussions with some recommendations and finally conclude on the issues discussed.

2.0Issues in the School Management System

2.1System Organization

Based on the hierarchy system in most schools generally, the older the person is, the higher the ranking will be. This is especially true in Malaysia, where experiences determine one’s rank and position in an organization. We are slowly moving towards a change in the structure particularly in governmental agencies but as we can see the real fact in the educational sector, mostly in government schools, it remains the same. Most institutions would recognize experiences as their topmost priority in ranking and positioning their employees rather than the qualifications stated in their profiles. Nevertheless, what remains as a question is what kind of experiences that the system is really seeking for. There are two determiners in which it is subjected to – time-wise or skill-wise. Although one might see that it is something correlated, it is actually very different in terms of its practicality. Time-wise refers to our age factor. The older we get, the higher the rank. Skill-wise, on the other hand, refers to our expertise and proficiency in the field we are in. The better skilled we are, the higher the rank. Technology is undeniably a part of the organization. It is important and a necessity for most organizations nowadays. The lack of know-how in technological proficiency is one of the crucial issues in the system organization. Older teachers in schools lack in technological skills. They are afraid of using technology and relying on their manual capability instead. Some of the teachers don’t even know how to use Microsoft Office applications – this is mostly subjected to the senior teachers in schools. They are not interested in engaging themselves into technological advancement. They prefer to teach with their own styles, particularly the traditional way of teaching. Awareness and development programs are not providing enough for these teachers to change their attitude towards their preferences in teaching. Courses and trainings will consume a lot of money indeed. Lack of manpower is one of the biggest issues faced in schools. Teachers are like everything organizations need to run themselves with. This matter will be highlighted deeper in the next issues to be discussed here. Meanwhile, another problem we face in schools is the overall effectiveness of its management, referring to the performance of the teachers, students and the school itself. The system structure we adopt in most schools, as discussed earlier, are bound to its drawbacks.

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