APPRAISAL OF MANAGEMENT INFORMATION SYSTEM ON PRIMARY SCHOOL ADMINISTRATION

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APPRAISAL OF MANAGEMENT INFORMATION SYSTEM ON PRIMARY SCHOOL ADMINISTRATION

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

School Management Information Systems Being at the beginning stage of the School Management Information Systems, computerization of the school management is the basic subject of today’s school management. Principals have started to make use of information systems in the gradually-increasing daily management staffs (May, 2003). Generally speaking, the reasons to use information systems can be stated as increasing effectiveness at work by processing information, increasing managerial effectiveness by meeting the need for information and gaining superiority in competitions by directing strategies (Yuen, Law&Wong, 2003). School management information systems aim to provide support for the managing and educational activities of the school managers by processing information. Telem (1999) defines school management information systems as “a management information system designed to match the structure, management task, instructional processes and special needs of the school”. As for a broad definition, contributions of the information systems to schools can be defined as making programs more effective, making the teaching process and the changes in learning environment professional, enabling teachers to exchange their experiences in a more systematic way, working in teams, determining the needs of the students (Gurr, 2000; Pegler, 1992), supporting the school managers and other staff in doing their duties, developing their performances, effectiveness and efficiencies (Telem&Buvitski, 1995). In other words, school management information systems increase effectiveness and efficiency by saving time and facilitating development of alternative solutions for sophisticated problems (Vissher&Wild, 1997; Pegler, 1992).

Information systems support not only information process but also innovations (Haag, Cummings&Dawkings, 1998; Bellum, 2003). As being adaptable to changes, these systems are helpful to cope with the demands for change. Therefore, school management information systems improve the adaptation of the school to the environment. They enable the school to comprehend and define inner and outer information transfer. Thereby, school management both meets the demands and expectations of its inner (teacher, student) and outer members; and ensures that school activities are arranged accurately and on time (Pegler, 1992).

Introduction of school management information systems to schools have caused significant changes in roles and working styles of managers (Telem, 1999). School management information systems have changed school management in the areas of leadership, decision making, workload, human resource management, communication, responsibility and planning (Gurr, 2000). Strategically school management information systems help the manager in determining the aims of the school, making long term plans, distributing resources, and forming educational methods of future, determining performances of teachers and success of the school (Telem&Buvitski, 1995; Telem, 1991). In this way, school management information systems can also be used as a tool to initiate and use educational leadership of the manager (Telem, 1999).

School managers can make more efficient decisions when they get correct and up-to-date information by school management information systems (Christopher, 2003). Decision making is the heart of educational management. Daily, problematic conditions that require decision making are based on the complicated and unexpected nature of school environment. For this reason, as a problem solver, the educational manager has to gather and analyze information continuously (Perez&Uline, 2003). In addition, managers have been required to make more decisions in short times because of the increasing expectations from the educational system (Christopher, 2003). Moreover, decision making has been faster, more frequent and more complicated in schools of today. In order to make decisions under these conditions, gathering data that is continuous, up-to-date and that can be accessed on- time and analyzing and using this data is an obligation (Telem, 1991; Gentry, 2005). Success of school development studies are mostly based on data based decision making. However school managers are not able to use the data efficiently in this aspect (Gentry, 2005).

School management information systems provide information and various reports from the database in order to make decisions in line with the aims of the school and facilitate controlling of the activities to achieve the aims (Telem&Buvitski, 1995; Telem, 1991; Christopher, 2003). Information technology helps the manager to access, manage and report the information quickly and easily. While telecommunication nets provide the manager with wide resources of information that can be used in problem solving, written communication has been grown richer by means of word processors and e-mails (Perez&Uline, 2003).

As we can see information systems have changed the roles of school managers (Pegler, 1992) and have changed their methods of working (Christopher, 2003). One of these is to develop a database that includes information on student registration and family, discontinuity, grades, staff and classes, and course information. These are just a step of school information systems. Other parts of information systems are management of school library, finance, fixtures, school schedule planning, standard reports sent to higher levels of school administration, etc. These are simple data processing activities that increase efficiency of school management (Pegler, 1992). Moreover, use and analysis of information at schools will not only make managers realize what should be done in order to develop student performances, but also will ensure success in accomplishing these changes. When managers use data, they will start to realize innovation efforts on this issue (Christopher, 2003). As a result, it can be stated that by means of information systems school managers will be able to determine required

information, access the information, interpret the data, use the data in decision making and evaluating and developing efficient use of the system.

Researches in various countries confirm that school management information systems increase organizational and managerial effectiveness. After studies done with American school managers, Hedberg, Harper, Bloch and College (1992) stated that efficiency has increased in decision making at schools where school management information systems are used. In his study where Gurr (2000) examined effects of school management information systems on working of primary school managers in Australia, managers stated that use of school management information systems has introduced them information technologies and the facilities, lessened their workload and made management process more efficient, helped them use time more efficiently, made teachers feel themselves more important, made them and the teachers wish to improve themselves more, made important changes in education and teaching, and increased the quality of in-school communication. In their study with school managers, Telem and Buvitski (1995) found that school managers believed that school management information systems lead to important changes at school. According to school managers, this application has increased school standards, helped decisions on the level of control and strategy, increased the quality of teaching programs, facilitated student-teacher interaction, increased the coordination between teachers, facilitated systematic and continuous information transfer to parents, and increased communication with other institutions and the central organization. In his study where Gurr (2000) examined effects of information systems on school managers of local schools, he determined that information systems have largely changed roles of school managers.

1.2 Statement of the problem

Managers stated that a manager who does not use the information systems is not able to achieve his duties sufficiently anymore. Lastly, technology leadership of school managers is more important than background in the efficient use of technology at schools.

1.3 Objectives of the study

1. To understand the impact of management information system on primary school administration

2. To understand the relationship between the application of management information system and the primary school administration

1.4 Research questions

1. What is the impact of management information system on primary school administration?

2. What is the relationship between the application of management information system and the primary school administration?

1.5 Research hypothesis

H0: There is no relationship between the application of management information system and the primary school administration

H1: There is a relationship between the application of management information system and the primary school administration

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