This research explores the different perspectives of education stakeholders in respect of decision-making in Omani private schools, with the intention of improving such decision-making. Specifically, it investigates private schools’ decision-making processes according to the current Ministry of Education (MOE) system. It also explores the perceived need to devolve decision-making authority from central to school level, as well as the potential outcomes of such change. It identifies the decision-making areas that could be decentralized to school level authority, and those areas that are too problematic or unacceptable to change. Finally, it proposes a model of devolved school-based decision-making. This is a qualitative research study. In depth semi-structured interviews were conducted with 93 purposefully selected participants, from both central and local level, who are all involved in decision-making affecting schools. The interviews were transcribed, coded and analyzed using qualitative thematic analysis and an inductive approach to draw out the findings of the research. The research findings confirm that the current MOE system of decision-making is still highly centralized in Omani private schools, and indicates the complex and various decision-making constraints at school level. The study calls for gradual decision-making devolution to private school authority from the MOE in order to improve educational quality and school efficiency. However, the devolution process should run according to specific criteria and requirements in the Omani context. The results identify areas of student, staff and school affairs could be devolved to the schools’ authority, and indicate specific areas relating to the estate management, curriculum and instruction that need to remain under central control. If private schools are granted decision-making authority, a School Board needs to be formed in every school in order to control a decentralized decision-making process. The study concludes by suggesting a strategy of devolving decision-making authority to Omani private schools, as well as offering some recommendations which would hopefully be implemented by the MOE and private schools.

This research explores the different perspectives of education stakeholders in respect of decision-making in Omani private schools, with the intention of improving such decision-making. Specifically, it investigates private schools’ decision-making processes according to the current Ministry of Educ...