The place of school-based budgeting in Türkiye education system: A case study in basic education level

This dissertation seeks to investigate how School Based Budgeting (SBB) is implemented in basic education level and its reflections on basic education level. The research was conducted using a qualitative method. It was designed as an exploratory case study. The study group consists of nine basic education schools located in different socioeconomic environments in Diyarbakır province and 18 school administrators working in these schools. Maximum variation sampling was used in the selection of schools while respondents were selected through criterion sampling. The data were collected through semi-structured interviews and document analysis. Inductive content analysis was used to analyze the data. After data analysis, seven themes were identified. The operation of SBB system has been elucidated through the themes of SBB expenditure items, SBB decision making management, and SBB expenditure management. On the other hand, the reflections of SBB system on basic education have been revealed through the areas improved by SBB, its disadvantages, the problems of SBB, and recommendations regarding SBB. In this respect, it can be concluded that SBB in Türkiye has a multi-layered structure and a long-term trajectory. Furthermore, it has been revealed that the SBB system has commonalities and divergences with other countries and has developed new features specific to Türkiye. Additionally, it has been found that SBB in Türkiye have partially differentiated from theoretical framework. From this perspective, a new budgeting model can be conducted by considering the governance structure of Türkiye. As a result, supplementary studies can be conducted based on the opinions of teachers, parents, and school staff in the SBB system, which involves many stakeholders.