Enhancing School Management Effectiveness by Improving Curriculum Implementation

Abstract

Studies and qualitative assessments have revealed that students' overall knowledge and skills in primary and secondary schools remain insufficient. Therefore, this paper presents the findings of a three-year longitudinal quasi-experimental research study (2022–2025) focusing on improving school management effectiveness by enhancing curriculum implementation at a general education school 'E' in the central region of Mongolia. The study involved a total sample size of 160 participants, including school leadership, teachers, students, and parents. Prior to the intervention, School 'E' was rated at Level V (lowest category, 71.94%) with extremely poor curriculum implementation (41.26%).
 The intervention design introduced the 'DEM' (Decision-making, Execution, and Management) model, which focuses on the principal's curriculum leadership, managers' coaching and advisory capacity, textbook analysis, and parent-student collaboration. Following the implementation, the school's performance index dramatically improved to Level I (91.74%), curriculum implementation and student achievement rose from 41.30% to 79.45%, and the proportion of teachers achieving Level I and II in professional evaluations surged from 28.17% to 92.00%. The findings demonstrate that school management becomes highly effective when structured around collaborative, data-driven, and continuous curriculum improvement processes.