The managerial role and organizational responsibilities of chief executive officers of public schools in Sri Lanka
The majority of schools in Sri Lanka is administered by Central Ministry and Provincial Ministries. It seems that the principal is playing a key role in administering school. Especially, this study aimed to investigate the managerial role and organizational responsibilities of the chief executive officers or principals in the Sri Lankan government schools. This study employed Mixed Methods, and both a case study research approach and a survey research approach were used to study this research problem. Data gathered from the principals, deputy principals and teachers in the schools located in the Colombo district. Participants were selected by using a purposive sampling technique and a systematic random sampling technique. Data was gathered by administering semi-structured interviews, questionnaires and document surveys. Data was analyzed using thematic analysis and descriptive statistics. The main research questions in this study were: what is the nature of principal's managerial role in the government schools, how principals face management and administration related challenges in schools, and what is the nature of responsibilities and the power which the chief executive officers of schools entertain in making decisions. The findings indicated that there are considerable managerial role activities have to be performed and many organizational responsibilities grasped by the principals. The responsibility of principals in relation to human resource management, school planning, financial management, and physical resource management has been increased. However, it seems that sufficient power for making decisions on the above matters has not been delegated to the chief executive officers in schools. The principal has a collective and shared responsibility for finding resources for school development. It appears that the decision-making process of the schools is dominated by the principal. Moreover, selection of members for the school development committees is directly and also indirectly influenced by the principals. It is recommended that to establish an independent, qualified and experienced supervisory body for monitoring schools, and the principals and the SDC members need to be given better training on school management.