Analysis of School Administrators' Policy Perceptions Regarding the Implementation of the High School Credit System in Science High Schools

Objectives This study aimed to analyze the perceptions of school administrators regarding the high school credit system in science high schools and propose improvement measures. Methods A bottom-up approach to policy implementation was employed to achieve this, focusing on the factors influencing administrators' policy perceptions. These factors included policy objectives, program elements, institutional operations, policy environment, and policy outcomes. A total of 20 administrators from science high schools participated in a survey, followed by in-depth interviews for further insights. Results The study identified several critical factors in the adoption and operation of the high school credit system, such as the policy-making process, school authority and responsibilities, institutional support, stakeholder interest, and policy effectiveness. While science high school administrators acknowledged the necessity of introducing the credit system, they also highlighted practical challenges in its implementation. These challenges included the failure to reflect the unique characteristics of science high schools in policy-making, insufficient educational resources, and unstable policy perceptions among teachers and parents. Conclusions Based on the findings, the study suggests clarifying policy objectives, increasing the inclusion of field opinions, strengthening the capacities and management of implementing agencies, improving school infrastructure and evaluation systems, and securing stakeholder support to effectively implement and operate the high school credit system in science high schools.