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STRATEGIC SCHOOL PLANNING IN JORDAN
DR. MOHAMMAD SALEEM AL-ZBOON
Faculty of Educational SciencesDept. of Educational Administration & Foundations
University of Jordan/Amman/Jordan
DR. MANAL SUBHI HASAN
Faculty of ArtsDept. of Educational science
Alzaytoonah private university /Jordan
TTie study aimed to measuring the applying degree of the strate-gic school planning stages at the Governmental high schoolsfrom the educational supervisors and principals perspective inthe directorates related to Amman city, the study society wasformed of the educational supervisors and principals working atEducational directorates related to Amman city, whose numberreached (150). Where as, the study society has been chosen torepresent the study sample. In order to achieve the purpose ofthis study , the school tool was prepared in order to reveal theapplying degree of the strategic school planning at the Govern-mental high school in Amman city. Thus study results, afterbeing approved and authenticated, have revealed that the degreeof applying the strategic school planning at the governmentalhigh school in Atmnan was medium upon all aspects.
According to the results, the recommendation revealed that Min-istry of Education shall spread the supported programs in orderto spread and apply the strategic planning curricula in total at theHashetnite Kingdom of Jordan. Work on developing the man-agement at Ministry of Education in order to follow up andevaluates applying the strategic school plamiing in this school.
Theoretical literature: The fact that the strategic planning con-The educational system is considered cepts in the educational system are suitable
the most important and most dangerous in in the educational operation. Add to men-any society. We can say that the societies tion that the student's education andculture and development can be measured gaining the needed skills is considered awith what it presents of educational sys- long term cumulative process. Thus train-tems. Where the need of having ing and qualifying the teachers in order toeducational systems had increased in order increase their efficiencies and performanceto achieve the excellence, workmanship average at school needs planning and exe-and quality in the modem century, through cuting through long periods of time. Whichinvesting the human resources, the avail- makes the strategic planning the ideal inable chances and knowledge as a strategic schools where the strategic planning pre-wealth, enhancing the ability of research sents a curricula scientific method toand education with the speed rhythm that manage the schools resource, by using longhas become part of the twenty one centu- term planning that depends on the analyt-^- ical activities related clearly with the vision
809
810 / Education Vol. 132 No. 4
owned by school, and the degree it visu-alizes the surrounding competingenvironment, the nature of the strategiccurricula used in managing and execut-ing the programs and the educationaloperadons, the management operadons intotal and the services it present ( Bryosn& Famum,2005).
AL-Qadi (2010) sees that lots of coun-dies prefer the sd-ategic planning to securethe good investment in education and pro-viding the best methods to use thespecialized material. For education haslots of importance describing it as main-stay in achieving the comprehensivedevelopment in society, that includes plan-ning upon all the educadonal levels to reachto the strategic school planning, that aimsto providing the essendal criteria to mea-sure the development degree and growth atthe educadonal proves. Thus school strate-gic planning can enlarge its scope invisioning the future vision concerning theeducadon and learning. And finding effec-tive methods to diversify the educadonalresources and ability to predict the studentof teaching and learning priorities. Workon providing a safe and effective schoolenvironment, inserting the development atthe school curricula and teaching and learn-ing methods, before all that work ondeveloping the school management workand improve its services to cope with thecontinuous changing operations and theknowledge and technical explosion that isbeen witnessed by the current era ( Al-Hariri,2007).
The study results held in the Divisionof school improvement related to theDevelopment of Education and EarlyChildhood Development at Melbourne city
in Australia to the pivotal role played bythe executive plans, projects and academ-ic programs coming from the strategicplanning in school in creadng and enhanc-ing a supported environment for educadonand creadvity for students, and develop-ing the continuous educational conceptsfor life, recendy the results revealed Rais-ing the value system and trends forstudents, in addidon to contribute in devel-oping and improving total of educadonaloperadons and administradve acdvates andthe presented services ( Department ofEducation, 2010).
One of the indicators concerned on thestrategic planning importance at school,the study (Salazar,2002) in USA, thataimed to acknowledge the professionaldevelopment needs for high school direc-tors in order to develop school managementat the schools they work with. The studyresults have revealed the need to developthe strategic planning skills and trainingthem as considering it an important intro-duction from school developmentmanagement.
(Grumdahl,2010) made study on threeschools in USA, that revealed the mostimportant concepts that enabled the schoolin practicing the effective planning thatworked on developing and enhancing stu-dent's educadon. The results have revealedthat applying the comprehensive qualitymanagement in strategic planning hasmade a clear improvement in the academ-ic achievement for school students, in theshadow of having the supported estab-lishment culture in order to support thestrategic planning and comprehensive qual-ity sample at these schools.
Strategie School Planning... /811
The strategic planning in fact needs hav- related to school ( Davis & Alison, 2004).ing effective leadership represented by The second stage, which is the strate-school manager, where school director's gic analytical period to add a detailedrole is represented in describing him as information to the school future scope andstrategic planning team at school in inno- the level the school wishes to develop whenvation a clear vision based on corporation, education the students, through employ-commitment , regulative and management ing SWOT technology in analyzing theefficiency, loyalty. Deep thinking by all strategic position, that includes the threatsthe meant members in the planning oper- and risks, from the chances related to devel-ation. School manager role is represented opment and progress and the weak andin his awareness of the available chance, strong points at the education and man-risk volume and threats that follow-up the agement interior operation at school. Thechange. The abihty to manage the mater- third phase from strategic school planningial and human resource management in the is represented in forming school visionsschools in order to achieve the purposes and massage, the vision represents theof the strategic planning ( Merci, 2006). future vision that school seeks to achieve.
Strategic school planning operation where the massage aims to determiningpasses through a group of stages: and detaiUng the vision concept, and mas-
First: Planning to plan stage sage. Where the vision represents theSecond: Strategic Analysis stage future forecast that the school seeks toThird: Strategic Direction appointing achieve, but the massage works in details
^^^8^ in determining the vision concept and brief-Fourth: Strategic Formulation stage ing the set of tasks needed to be executedFifth: Strategic Implementation stage, in order to achieve what was described inSixth: Strategic Control stage. the vision ( Robert, 2009).During the planning to plan stage. In the four stage, which is the phase of
school principal as planning team leader formulating the detailed executive plans atdetermines the criteria of choosing the school, the planning team translates theplanning team, forming the team and deter- strategic purposes related to developmentmining the tasks entrusted to them, in students education and learning, in addi-distributing the authorities between them, tion to developing the services andThe planning team works at this stage in operations in total presented by the school,starting to the accurate diagnosis related to by which the planning team finalized atschool facts. Assures the workers partie- school, into the detailed purposes. Thenipation at school and acknowledge the the planning team will expose theseworking environment at school and prepar- detailed purposes on the beneficiaries fi-ommg It to adopt the planning, determining the strategic planning operation by describ-the partners in the strategic planning oper- ing them as school partners, where theseation, data collecting and the needed detailed purposes will be translated as intoinformation and determining the needed detailed plans ( programs and projects),period to prepare the strategic planning thus the needed periodical period for exe-
812 / Education Vol. 132 No. 4
cuting the detailed plans at school, at lastthe team determines the expected balancefor programs and suggested projects ( Mad-bouli,2001).
The fifth stage is the stage for execut-ing the strategic plan, which means a groupof the activities and practiced events forexecuting the detailed plans, and the out-comes presented by these activities such asthe feedback that increases the efficiencyof executing this plan, where as the detailsplans are being distributed among all thesections at school describing them as part-ners in the strategic school planningoperation which is considered one of themost cmcial planning stage that the fol-low up and evaluating is held through, inorder to assure the safety of the proceduresand avoid falling in mistakes in all the pre-vious stages that the strategic planningpasses through, the planning team in thisstage shall be provided with the feedbackthat causes to resolve the problems andcorrect the deviations. Finally the finalevaluation to issue a general provision onthe plan and what was achieved (Mohammed,2011).
What was previously mentioned revealsthe importance the strategic school plan-ning refers to in developing school job anddeveloping it to cope with the twenty firstcentury variables and updates, despite theArabic counties awareness.
Conceming the importance of strategicschool planning, thus the results of somestudies held accordingly reveals that apply-ing the strategic planning is held withminimum degrees at schools. Which mayraise questions conceming the degree ofpreparing the educational system in thesecountries to comprehend such thoughts
and concepts. In addition to asking ques-tions conceming the professional thinkingpreparation for workers at the education-al systems in order to understand thechange towards the strategic planning..
In a study made by Al-Qashairi inRepublic of Yemen (2007) aimed at affect-ing the high school directors performancein the govemorate conceming the strategicplanning within the light of (SWOT) sam-ple, the results have revealed the absenceof the strategic planning principle at schoolplans placed by high school directors inAdan Governorate, the results haverevealed weakness in forming the planspurposes, evaluating and follow-up at highschoole in Adan Govemorate.
Madbouli (2001) had suggested a sam-ple for the strategic school planning andbuilding the planning abilities for theeducational leadership in UAE,had rec-ommended in circulating these samples onthe educational leaderships in the Arabiccountries, in a way of improve applyingthe strategic school planning in theseschools, and his conviction in the role ofthe strategic planning in offering theseschools a bigger margin from freedom inexecuting and platining.
AlAbsi (2004) made a study in theHashemite kingdom of Jordan that aimedat building and educational guide for strate-gic planning at Jordanian High schools,after the study results have revealed a weakdegree for the Jordanian High schools inpracticing strategic platining and depend-ing on the traditional planning. Where asthe results have revealed a weak degree ofthe specialized team in leading school prin-ciple in planning the school, recentiy thestudy has revealed having a need to build-
Strategie School Planning... / 813
ing strategic planning educational guide.The fact that Ministry of Education in
the Hashemite Kingdom of Jordan hasgiven great importance in the strategic plan-ning since early years, together with theapplying tools upon all the educational sys-tem levels in Jordan, starting fromdeveloping the strategic planning in Min-istry of education for the periods from(2009-2013). Where Ministry of Educa-tion depended on the reference in buildingthe strategic plan and forming its purpos-es and programs the seek to face thechallenges educational system challengesand constrains in the coming stage. Thatpresented these challenges by showing spe-cial interest to the educational type inJordan, and concentrating on earlychildhood and achieving theEducation and literacy for Everyone prin-ciple, and simulating the educationalculture for life.
In the same context, the Ministry ofEducation focused on raising awarenessof strategic planning culture in its schools,through launching its education develop-ment project in 2009, the main messageof this program is empowering schools toset up and execute plans that develop theirperformance, with the support of the edu-cation directorates, and building up theprofessional capacities, educational exper-tise, and safe educational environment forstudent; which shall eventually enable themin achieving the curriculum's objectivesset by the Ministry and developing the edu-cation towards knowledge economy, inaddition to providing society with creativewell educated participants who can solveproblems and contribute in reaching theknowledge economy.
Jordan Project of School Developmentcomprises four phases:
First phase: Preparation & set-upSecond phase: Self-Evaluation ProcessThird phase: Collecting, analyzing andsummarizing DataFourth phase: Building Plans andImplementing them
The school's role during these phasesincludes the following:
• Self evaluation of all the sides of theeducational-learning process in theschool (principal, teachers, students andparents);
• Analyzing and discussing the evalua-tion results within the schoolcommunity to set up a primary devel-opment plan;
• Finalizing the plan in its final structureby the school and the community andsubmit it to the directorate;
• Translating the activifies mentioned inthe developmental plan into a proce-dural plan;
• Providing the directorate with a chap-ter basis report regarding the progressin executing the school's plan ;
• Evaluating the external evaluation ofthe school plan's achievements afterthree years of the primary self evalua-tion. (Training & Rehabilitationmanagement, 2009)
One of the most important indicatorsregarding the Kingdom's interest in strate-gic planning is launching "Queen RaniaAward for the Distinguished Principal",where as school principal practice criteria
814 / Education Vol. 132 No. 4
of strategic planning is considered one ofthe main criteria of choosing the distin-guished principal for this award - (part ofQueen Rania Al AbduUa Award for Excel-lence in Education 2011).
All the above mentioned, in addition tohaving more sizable number of public highschools in Amman, had justified conduct-ing this study which aimed at detecting theextent of applying strategic planning stagesin the schools, as an approach towardsdeveloping the schools' management, inthe opinion of educational principals andsupervisors in Amman directorates.
Study problem:Schools of the 21st century face local
and intemational challenges resulted fromthe revolution of information, technolog-ical development and knowledgeexplosion. Those challenges have increasedthe complications of the role which schoolsplay in building and developing the gen-erations; therefore, practicing strategicplanning in such schools became an urgentnecessity, as it helps enhancing creativityand innovation of all the school members,especially that strategic planning requiresscientific thought and well planned stepsof implementation, leading to positiveresults that contribute to improving anddeveloping all educational and adminis-trative tasks of a school.
Thus, the study's problem is represent-ed in answering the main followingquestion: "what's the degree of applyingstrategic planning at public high schools,as a method of improving their manage-ment, in the perspective of educationalprincipals and supervisors in Amman direc-torates?"
Study purposes and inquiries:This study aims at measuring the extent
of applying strategic planning in publichigh schools in Amman, through answer-ing the following questions:
• To what extent the strategic planningstages are applied in public highschools, in the opinion of principals andeducational supervisors in Ammandirectorates?
• Are their differences of statistic signif-icance at the level (@ .05) for thedegree of applying strategic schoolplanning in public high schools, attrib-uted to the gender variable, from theeducational principals and supervisorspoint of view in the Amman direc-torates?
• Are their differences of statistic signif-icance at the level (@ .05) for thedegree of applying strategic schoolplanning in public high schools, attrib-uted to the years of experience variable,from the educational principals andsupervisors point of view in the Ammandirectorates?
Importance of the study:The importance of this study emanates
from the ability of referring to its resultsat the following sides:
• Ministry of Education in Jordan. Theresearcher wishes that decision makersin the Ministry shall adopt the resultsof this study and rñake the suitable deci-sions to activate them;
• Researchers and interested people inthis field.
Strategie School Planning... 7815
Table (1)
No
1
2
3
4
5
6
Clause
Planning to Plan
Strategic Analysis
Strategic Direction
Strategic Formulation
Strategic Implementation
Strategic Control
General arithmetic averageand standard deviation
Arithmetiaverage
3.29
3.12
3.18
3.04
3.03
2.79
3.12
1 Standard1 deviation
|0.76
|0.82
|0.85
|0.88 1
|o.91
|0.92
0.83
1 Order
h 1|3 I|2 1
|4 15 1
6 1
Medium
1 Effect1 r3pgo
Medium
1 Medium
1 Medium
Medium
Medium
Medium
Terminologies definition:This study includes a number of terms:Strategic planning: an organized
process through which the organizadon'sleaders may take decisions regarding thisinsdtution's future and development, inaddidon to following up on the requiredprocedures and measures towards achiev-ing the desired future, and finding methodsto measure the success of these operadons'execudon. (Policastro, 2003).
School strategic planning: organizedanalysis of the schools and its environ-ment, and forming a set of major sd-ategicgoals to help a school achieve its vision,within its values, and available resources.(Ali Hariri, 2007)
The study limitations:This study included the following lim-
itations:Limitadon in the size of the study com-
munity as the sdidy was resdicted to pubbchigh schools in the city of Amman.
The study approach:This study followed the analydc sur-
vey approach, to measure the degree ofapplying strategic planning phases, as amethod of management development, inpublic high schools, as revealed by the edu-cational principals and supervisors ofAmman directorates, through distribudngquestionnaires specially designed for :hispurpose.
Study community:Th3 study community includes all man-
agers of educadon directorates in Amman,and administradve directors and techni-cians, and educadonal supervisors in thosedirectorates. Table No. 1 shows the distri-budon of the study community accordingto thejobdde.
Study sample:The whole study community was select-
ed as the study sample, they were handedover the quesdonnaires, 120 of which werereturned, with the percentage of 80%.
816 / Education Vol. 132 No. 4
Study tools:The study tool was built up with refer-
ence to theoretical Uterature in regards tothe study subject; the tool included 30clauses distributed to 6 domains.
Tool's stability and reliability:The tool's stability and reliability was
found out through the internal consisten-cy of its clauses, using the coefficient ofreliability cronbach's alpha, and the sta-bility of scales amounted to 0.93, whilethe arbitrators' integrity was adopted tomeasure the tool clauses' reliability.
Study results:This chapter includes the results of this
study according to the its phases and ques-
tions after applying the study measuresand statistic analysis of the data, as fol-lows:
Results regarding the first question:To what extent strategic planning phasesare applied in public high schools, in theopinion of principals and educationalsupervisors in Amman directorates?
To answer this question, arithmeticaverages and standard deviations were cal-culated for each domain of the toolmeasuring the degree of applying strategicplanning in public high schools, as a man-agement development method, as seen bydirectors of education directorates, depart-ments' heads, and educational supervisors.
Table No. 1 shows that planning to plancame in the first rank, with average (3.29),
Table (2)
Averages and standard deviations of "Planning to Plan" domain
No.
1
2
3
4
5
6
Gee
Clause
School principal, as the planningteam head, the experiencedmembers for the team
The planning team distribute tasks& Dowers among the members
Planning team members to bequalified through training coursesin strategic scholar planning
Planning team diagnoses theschool situation by collecting data& info as they are basics in theplanning process
The planning team determines therequired duration to set up the
The planning team determines theStrategic partners in the strategicplanning of the school
eral arithmetic averagestandard deviation
Arithmeticaverage
3.09
3.29
3.24
3.25
3.15
3.45
3.50
Standarddeviation
0.86
0.89
0.90
0.86
0.77
0.86
0.76
Order
1
2
5
3
4
6
Effectrange
Medium
Medium
Medium
Medium
Medium
Medium
Medium
Strategie School Planning... / 817
while strategic analysis took the 2nd place(3.12), strategic direction in 3rd place(3.18), strategic formulation occupied the4th position (3.04), strategic implementa-tion cam in the 5th place with the average(3.03), and in the last place stood strategiccontrol with the average (2.79).
First Domain: Planning to PlanTable No. (2) shows the averages and
standard deviations of clauses on the Plan-ning to Plan domain, the arithmeticaverages ranged between (3.09-3.5) com-pared to the general arithmetic averagewhich amounted (3.29).The clause point-ing out "the school principal, as the headof the plaruiing team, determines the mem-bers of the team upon specialization", tookthe first place with an arithmetic average(3.5) and a standard deviation (0.86), whilethe clause "the planning team selects thestrategic partners in the strategic planningprocess of the school", got the last, sixth
rank with an arithmetic average of (3.09)and standard deviation of (0.89).
Second Domain: Strategic AnalysisTable No. (3) shows the averages and
standard deviations of clauses on the strate-gic analysis domain, the arithmeticaverages ranged between (3.25-3.10) com-pared to the general arithmetic averagewhich amounted (3.12).The clause statingthat "the planning team analyzes the inte-rior environment of the school (weaknessand strength points), occupied the first rankwith an arithmetic average (3.25) and astandard deviation (0.91), while the clause"the planning team detects predictions ofthose who have interests from the schoolmanagement within the strategic planimplementation period", recorded the fifthrank (which is the last), with an arithmeticaverage of (3.10) and standard deviation of(0.93).
Table (3)
Averages and standard deviations of Strategic Analysis
No
7
8
9
10
11
Clause
Planning team analyzes theschool's culture and its prevailingvalues
Planning team analyzes theInterior environment of the school (weaknestrength points)
Planning team analyzes the exterior environmithe school (available opportunities & potrisks)
planning team detects predictions ofthose who have interests from the
school management within thestrategic plan implementation period
Planning team selects the availablestrategic alternatives for the school
General arithmetic averageand standard deviation
Arithmeticaverage
3.13
3.25
3.18
3.10
3.12
3.12
Standarddeviation
0.95
0.91
0.85
0.93
0.84
0.82
Order
3
1
2
5
4
Medium
Effect
Medium
Medium
Medium
Medium
Medium
818 / Education Vol. 132 No. 4
Table (4)
Averages and standard deviations of marking Strategic Direction
No.
12
13
14
15
Clause
Planning team formulates the school'svision written and agreed upon by allemployees
Planning team formulates the school'smessage written and agreed upon by allemployees
Planning team translates the school'smessage into strategic goals
Planning team gathers the concernedpeople's opinions about the strategic goals,to ensure they correctly reflect theschool's future
General arithmetic average and standard deviation
Arithmeticaverage
3.34
3.31
3.15
3.03
3.18
Standarddeviation
0.96
1.03
0.94
0.96
0.85
Order
1
2
3
4
Effectrange
Medium
Medium
Medium
Medium
Medium
Third Domain:Marking Strategic Direction
Table No. 4 explains averages and stan-dard deviations of clauses about markingStrategic Direction. The arithmetic aver-ages ranges between (3.03-3.34), comparedto the general arithmetic average (3.18).The clause "Planning team formulates aspecial vision of the school, written andapproved by all its employees", stands inthe first place with an average of 3.34, and
a standard deviation of 0.96, as for theclause "Planning team surveys the con-cerned people's opinion about the strategicgoals, to ensure they correctly reflect theschool's future visions", it took the fourthand last place, with an arithmetic average(3.03) and a standard deviation (0.96).
Fourth Domain: Strategic FormulationTable No. 5 defines the averages and
standard deviations of the Strategic For-
Table (5)
Averages and standard deviations of Strategic Formulation
No,
16
17
18
19
20
Clause
Planning team translates strategic goals intomore specific goats
Planning team introduces specific goals tothe beneficiaries of the strategic planning aspartners of the school
Planning team detailed goals into detailedplans (programs & projects)
Planning team determines time needeimplement detailed plans in the school
Planning team estimates budget forimplementation
General arithmetic average and standard deviatiot
Arithmeticaverage
3.10
3.02
3.09
3.12
2.99
3.04
Standarddeviation
0.92
0.98
0.87
0.92
0.99
0.88
Order
2
4
3
1
5
Effectrange
Medium
Medium
Medium
Medium
Medium
Medium
mulation, where the averages rangesbetween 2.99 - 3.12, compared to the gen-eral arithmetic average 3.04. In the firstranks comes the clause "planning teamdetermines the necessary duration to imple-ment plans (projects & programs) innschool", with an arithmetic average (3.12)and a standard deviation (0.92), while inthe last rank No.5 comes the clause "teamdetermines the expected budget of the pro-posed programs and projects", with anaverage (2.99) and a standard deviation(0.99).
Fifth Domain: Strategic ImplementationTable No. 6 shows averages and stan-
dard deviations of clauses in the Strategicimplementation aspect. The arithmeticaverages ranges between (2.84-3.15), incomparison to the general arithmetic aver-
Strategic School Planning... /819
age (3.03). The clause which states "Plan-ning team translates the strategic goals intodetailed goals" occupies the first gradewith an average of 3.15, and a standarddeviation of 0.94, as for the clause "Plan-ning team defines clear criteria bymeasuring the accomplishment level dur-ing the strategic implementation time", ittook the fifth last place, with an arithmeticaverage (2.84) and a standard deviation(0.91).
Table (6)
Averages and standard deviations of Strategic Implementation
No
21
22
23
24
25
Clause
Planning team translates strategic goals intomore specific goals
Planning team introduces specific goalsto the beneficiaries of the strategic plannii
partners of the school
Planning team translates detailed goals intodetailed plans (programs & projects)
Planning team determines time neededto implement detailed plans in
the school
Planning team estimates budget forplans implementation
Ueneral arithmetic average and standard deviation
Arithm(average
3.15
3.10
2.90
2.84
2.90
3.03
Standarddeviation
0.94
0.92
0.86
0.91
0.99
191
Order
1
2
3
5
4
Vledium
Effect
Medium
Medium
Medium
Medium
Medium
820 / Education Vol. 132 No. 4
Table (7)
Averages and standard deviations of Strategie Control
No,
26
27
28
29
30
Clause
Follow up & Evaluation Committee regularlysupervises strategic implementation progressthe school
Follow up & Evaluation Committeeregularly supervises strategic implementatioiprogress inthe school
Follow up & Evaluation Committee accurately a|criteria of measuring performance to fmd oiperformance outcomes during the strategicimplementation period
Follow up & Evaluation Committee execute th(suitable corrections to handle errors of worlolans iin case occurred) at school
Follow up & Evaluation CommitteeActivates an investigatory system upon cirelated to accomplishment during implementatiprograms and projects
General arithmetic average and standarddev ation
Arithmetiaverage
2.84
2.83
2.74
2.82
2.75
2.79
Standarcdeviatioi
0.93
0.94
0.90
0.96
1.03
0.92
Ordei
1
2
5
3
4
Effectrange
Medium
Medium
Medium
Medium
Medium
Medium
Sixth Domain:Strategic Control & Performance Evalua-
tionTable No. 7 underlines averages and
standard deviadons of clauses in the Strate-gic Control The arithmedc averages rangesbetween (Z74-2.84), compared to the gen-eral arithnredc average (3.03). The clausepoindng out that "Follow up & EvaluadonCommittee regularly supervises theprogress of strategic implementation in theschool' stands in the first place with anaverage of 2.84, and a standard deviationof 0.93, while the clause " Follow up &Evaluation Committee accurately appliesthe criteria of measuring performance tofind out the performance outcomes duringthe implementadon period", took the fifthlast place, with an arithmedc average (2.74)
and a standard deviadon CO.90).• Results in regards the second ques-
tion: Are there differences of stadsdcsignificance of @ < .05 level, fromthe point of view of principals and edu-cation supervisors in A.mmandirectorates, to the extent of applyingstrategic planning in public highschools, attributsd to îhe gender vari-able?To ansv/er the second question, the
vaiue of (Y) was calculated to the averageof public high schools pracdce of sdrate-gic planning, as a stsp towards developingthe management, again in the point of viewof departments' heads and supervisors. (Y)was calculated for the average of the twogroups: males and females. The resultscame up as follows:
Strategie School Planning... /821
Table (8)
Averages, standard deviations, and values of Y for the answers of the study sample
Group
Males
Females
Arithmetic Average
3.11
3.15
Y-value
0.25
Significancelevel
0.83
Results in table (8), indicates that thereis no difference of statistic significance atthe significance level a < 05.0, betweenthe two averages of the two groups'responses (males & females), based on thecalculated value of Y which amounted to0.25 and an significance level of 0.83.• Results of third question: From the
point of view of principals and educa-tion supervisors in Amman directorates,are there any differences of statistic sig-nificance of @< .05 level, to the extentof applying strategic planning in pub-lic high schools, attributed to the yearsof experience variable?
ANOVA was used to detect the effectof experience on the opinions of directorsand supervisors regarding the concept ofappllying strategic planning, and statisticdifferences were found at the significancelevel @ < .05, that are attributed to theyears of experience in planning to plan andstrategic analysis fields, (0.044) & (0.041)successively; this is a statistic indication,while no other statistic indications werefound in the rest of the questionnaire'sdomains. See table 9 for further details.
To find out the differences' resources,Scheffe' Test was used as it is a paramet-ric multi-comparison procedure to measure
Table (9)
ANOVA for the differences of the opinions of directors and supervisors about theconcept of strategic planning upon experience
Field
Planning to plan
Strategic Analysis
Source ofvariation
Betweengroups
Insidegroups
Total
Betweengroups
Insidegroups
Total
Squares total
3.615
66.133
69.748
4.309
76.938
81.248
Freedomdegree
2
117
119
2
117
119
Squaresaverage
1.807
0.565
2.155
0.658
Statistic
3.198
3.277
Significance level
0.044
0.041
822 / Education Vol. 132 No. 4
Strategic Direction
Strategic Formulation
Strategic Implementation
Strategic Control
Betweengroups
Insidegroups
Total
Betweengroups
Insidegroups
Total
Betweengroups
Insidegroups
Total
Betweengroups
Insidegroups
Total
2.453
83.578
86.031
2.153
90.345
92.498
4.263
94.604
98.867
4.174
98.574
102.748
2
117
119
2
117
119
2
117
119
2
117
119
1.226
0.714
1.076
0.772
2.131
0.809
2.087
0.843
1.717
1.394
2.636
2.477
0.184
0.252
0.08
0.09
Table (10)
Post Hoc Comparisons as per Scheffe' Test on the strategic planning in public highschools
Field
Planning to plan
Strategic Analysis
Category
5- 10
10-15
15+
5- 10
10- 15
15+
Average
2.9444
3.4762
3.2750
2.7778
3.3452
3.0833
5-10
»0.53175
0.33056
•0.56746
0.30556
10-15
0.20119
0.26190
15+
the practices of strategic planning at pub-lic high schools. Table No. 9 shows that thedifference were in the benefit of the cate-gory of 10-15 years of experience, inplanning to plan and strategic analysis
domains, people with 5-10 years of expe-rience reached an arithmetic average (2.94),(2.78) successively and in both domains.While those who have 10-15 years of expe-rience got the averages 3.48, 3.35 in
Strategie School Planning... /823
sequence, and teachers and educationalsupervisors of more than 15 years of expe-rience obtained the averages 3.28 and 3.08in turn.
Discussion on the results• Discussion on the results in regards
to the first question: To what extentdoes strategic planning reach in publichigh schools, in the opinion of princi-pals and educational supervisors inAmman directorates?Responses of the study sample revealed
a medium level in all fields of the studycase, this indicates that the culture of strate-gic planning is still in its beginning and isnot delivered yet to all the Kingdom'sschools, which made the point of view ofthe study sample on the strategic planninggets a medium level, knowing that the sam-ple represents principals and educationalspecialists who are the keystone of build-ing strategic planning concept in theschools, as they are strategic partners inthe Ministry of Education, and the contactchannel between the Ministry and theschools, furthermore, one of their maintasks is to apply and follow up on strate-gic planning to develop and improve theperformance of the school's environment.Nevertheless, strategic planning enjoysthe interest of the officials in charge ofeducation in the Hashemite Kingdom ofJordan, and this is evident in the Jordan-ian project to develop the schools, launchedby the Ministry of Education in 2009,which aims at creating dependent schoolsthat implements its missions and tasks,including planning, implementation, anddecision making process through its ownmanagement; this program also aims at
giving such schools special funding to setup their budgets upon their needs, withinits authorities and independence.
Strategic control obtained the less aver-age (2.79), while planning to plan domainrecorded the highest average (3.29). Thisresult can be attributed to the fact that mostschools, as seen by educational principalsand supervisors, aim at applying the strate-gic planning as an approach to promote itsperformance, but the idea of transparentand honest investigation, tasks description,and following up on them, is barely usedin the schools; this can be caused by manyreasons, such as personal relationships thathinder investigation process when an errorcomes up, or having vague criteria of theinvestigatory system in the schools.
As for the whole clauses of this study,they all got medium level with very closeaverages, which can be justified by thewhole reasons menfioned to explain thedomains' levels in general.• Discussion of results in regards to the
2nd question: Are their differences ofstatistic significance of level ( @ < .05)for the range of applying strategic plan-ning in public high schools, attributedto the gender variable, according to edu-cational principals and supervisors?
The above stated results indicate that thereare no such differences on the significancelevel (@ < .05), between the averages ofthe two groups' answers (the males &females), upon the values of Y (0.25), anda significance level (0.83), this can be aresult of the directors and supervisorsworking under the same circumstances, asthey all work on achieving one visionregarding extending and improving strate-gic planning at the schools, and this can
824 / Education Vol. 132 No. 4
bridge any gaps in their responses that areaffected by their gender variable.• Discussion of results in regards to the
3rd question: Are their differences ofstatistic significance of level (@ < .05)for the range of applying strategic plan-ning in public high schools, attributedto the years of experience variable,according to educational principals andsupervisors in Amman directorates?
Results showed that there are differencesof statistic significance, attributed to theyears of experience variable, in the pointof view of the study sample on the extentof strategic planning application in publichigh schools; the differences appeared inthe planning to plan and strategic analysisdomains, and they were in favor of thestudy sample who have experience from10-15 years, the arithmetic averagesamounted to 3.48 and 3.35 in sequence forboth domains.
Such results explain that the educationalsupervise of this experience are the clos-est and most responsible for following upon planning to plan and strategic analysisphases in the schools applying them (thephases), which makes them more familiarwith the range of applying these phasesand the most aware of the real practices inthe schools.
Recommendations:According to the study results, it rec-
ommends the following:• As per the results of the extent of apply-
ing strategic planning in public highschools in Amman, which was in medi-um level, the study recommends theMinistry of Education to allocate pro-
grams to support application and dis-tribution of the strategic planningapproach at all the Kingdom's schools.
• To set up a management team at theMinistry of Education to follow up andevaluate the application of strategicplanning in the Jordanian schools.
References:Queen Rania Prize Assn. for Educational Distinc-
tion (2011), the Hashemite Kingdom of Jordan.
Al-Hariri, Rafidah (2007), Strategic Planning inthe Scholar System, Jordan: Dar Al Fekr.
Davez, Brent & Alison, Linda (2004), School Man-agement in the 21st Century, (translated bookby Abdel Aziz Al Hawashi) Cairo: EgyptianRenaissance Library.
Al Selmi Ali (2002), Excellence Management,Cairo: Dar Ghareeb.
Al Absi, Mohammad (2004), Building Education-al Guide of Strategic Planning in JordanianHigh Schools, PHD Study, unpublished. Uni-versity of Jordan.
Al Qadi, Al Mkashfi (2010), Strategic Planningof Education, Egypt: Science & Faith publish-ing house.
Al Qsheori, Said (2007), Activating Performanceof High Schools Teachers in Adan Province inStrategic Planning, upon SWOT model. Mas-ters study, unpublished, Adan University,Yemen.
Madbouli, Mohammad (2001), Strategic ScholarPlanning, Egypt, Al Dar Al Arabia Library.
Madbouli, Mohammad (2001), proposed model ofstrategic planning and building planningcapacities for a group of practitioners. Educa-tion College Magazine, UAE University, issueNo. 18.
Mohammad, ahmad (2011), Strategic EducationalPlanning "Idea & Application", Jordan, Dar AlMaseerah.
Mursi, Nabeel Mohammad (2006), Strategic Prin-cipal, Egypt, Alexandria: Modern UniversityBook.
Strategie School Planning... /825
Ministry of Education/ Jordan (2009), JordanianProgram to Develop the School, EducationalTraining, Qualification, & Supervision Dept.,Jordan.
* Bryson M. John & Aston K. Famum (2005), Cre-ating and Implementing Your Strategy Plan,John Wiley& Sons, U.S.A.
* Policastro, Michael I. (2003), Introduction toStrategic Planning, SBA, Small BusinessAdministration.
* Robert W. Ewy ( 2009), Stakeholders-DrivenStrategic Planning in Education, AmericanSociety for Quality, U.S.A.
* Salazar, Pamela ( 2002), The ProfessionalDevelopment Needs OF High SchoolPrincipals for School Improvement, DISSER-TATION, University of Nevada, LAS VEGAS,USA.
*"Grumdahl, Constance (2010), How Schools CanEffectively Plan to Meet the Goal of Improv-ing Student Learning, DISSERTATION, THEUNIVERSITY OF MINNESOTA, U.S.A.
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