Abstract

The objective of this study is to analyze the current school management model for multigrade public schools in San Ignacio, located in Peru´s Cajamarca Department and based on the country´s process-focused New Public Management model. Research was based on a non-experimental design with a descriptive-purposeful focus conducted among 298 multigrade public school principals, of which 58 were selected as a sample group, helping to devise the data collection forms. The only designated study variable was school management with branched out into four dimensions: administrative, pedagogical, institutional and community. School management quality was assessed through a survey questionnaire and the results analyzed using SPSS Statistical Software and interpreted in graphs and tables. An average level of Administrative Management was gauged at 31% and a good level at 69%. Pedagogical Management was considered to be poor at 58% and average at 41.4%. Institutional management was considered to be average at 100% and Community Management was average at 75.9% and good at 24.1%. The study concludes Administrative Management had received the most attention with 69% as a good level, whereas Pedagogical Management was considered as a poor performer at 58.6%. Based on the results, it is recommended that the Ministry of Education promote educational policies to, specifically, focus on improving Education in rural areas with the goal of closing existing learning gaps among multigrade public schools.

Keywords Analysis; Model; School Management; Multigrade Schools