Quản lí dựa trên nhà trường: Mối tương quan giữa quyền tự chủ và trách nhiệm giải trình của các trường phổ thông ở Việt Nam

Tóm tắt

School-Based Management is a widely implemented model in schools worldwide, with autonomy and accountability as fundamental characteristics. This paper examines the current relationship between autonomy and accountability in Vietnamese general schools to propose measures for increasing autonomy and accountability across various operational domains, aligning with national policies and international educational reform trends. The study, based on data from 811 school administrators, teachers, and school board members from primary and lower secondary schools in three major provinces and cities of Vietnam (Ninh Bình, Huế, and Ho Chi Minh City), was analyzed using SPSS 22.0. The findings indicate that autonomy and accountability in general schools regarding organizational management, personnel management, curriculum planning and implementation, textbooks, teaching materials, financial management, infrastructure development, and resource mobilization are rated relatively low. The study also reveals a strong correlation between autonomy and accountability, showing that the higher the autonomy granted to general schools, the greater their level of accountability. Therefore, to enhance accountability, it is essential to increase the autonomy of general schools.