School-based Management Practices and Teachers' Assessments of Curriculum Innovation among Vocational Colleges in Jiangxi Province

Lingxia Hu

doi:10.54097/5a8cze74

Authors

Lingxia Hu

DOI:

https://doi.org/10.54097/5a8cze74

Keywords:

School-Based Management (SBM), Vocational Colleges, Curriculum Innovation, Collaborative Practices, Decision-Making Processes

Abstract

School-based management (SBM) has gained prominence in educational reforms, emphasizing school autonomy in decision-making processes. This study aims to determine decentralizing decision-making authority to individual schools, empowering educators to make decisions that best meet the needs of their students. The descriptive-comparative correlational methodology to be used in this study is distinguished by exact definitions, meticulous documentation, depth analysis, and a profound comprehension of contextual dynamics. The results revealed that school-based management practices can significantly impact curricular innovation through enhanced collaboration, which will provide important references for schools in the future in terms of improving their school-based management systems, carrying out curricular innovation practices, and enhancing teachers' pedagogical competence. The study, therefore, recommends regularly reviewing and updating curriculum by establishing a feedback loop involving students, teachers, and other stakeholders to assess and enhance curriculum effectiveness continuously.

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