A quantitative Research on Financial Management and Curriculum Development of Mongolian Primary and Secondary Schools

Proceedings of The 4th World Conference on Research in Teaching and Education

Year: 2022



A quantitative Research on Financial Management and Curriculum Development of Mongolian Primary and Secondary Schools

Soyol Lundegjantsan



The last 30 years of Mongolian democracy have brought many challenges to the education sector. Many researchers blame the Mongolian education system is a “Policy borrowing”. In 2018, the Mongolian ministry of education and science has approved the “sustainable Education and development national program”. “Ulaanbaatar” Capital city has introduced a school and kindergarten evaluation system in 2019 with the indexing method.  However, the indexing method and the questionnaire has many flaws, unrelated questions to the education system. As one of the leading countries of PISA, I chose the evaluation questionnaire of Taipei city to improve this questionnaire.  There are 24 questions of school-based management, which are divided into 3 categories financial management, professional development, and curriculum development. My survey was conducted on 220 school directors and managers and 94 teachers working in 120 schools out of 276 schools in Ulaanbaatar and 25 schools from Rural areas with the Likert scale method. I have analyzed my data with SPSS. This study shows that 73.0% -95.5% of attendees agreed that the school evaluation method should include school-based management. The Financial Management category has Cronbach’s alpha of 0.903 and professional development category has 0.938 and curriculum development has 0.915. With the Generalized linear model Wald test the question of “School administration and Parents need to seek multiple-source funding”, and “community cooperation of school administration, parents and local government”, “Report capital and operational expenditure effectively” and “management cycle of knowledge>Technology>Skill>Value” of Financial managements have statistically significant of less than 0.04 and odds ratio over 1.554. With the same method, “implement new ideas to career development plan” and “Report improvement of teaching methods and students’ positive educational performance” of professional development have statistically significant of less than 0.001 and odds ratio over 3.755. for the curriculum development questions of “Curriculum development plan should meet modern demands and new law” has a statistical significance of less than 0.001 and an odds ratio of 4.188. My study shows that the concept and any features of professional development and curriculum development with decentralization are not introduced at all.

keywords: curriculum development, financial management, professional development, school leadership.