Examining the role of Timor-Leste educational civil service middle leaders in the development and implementation of policy

Abstract

The role of the educational civil service middle leader is crucial in the development and implementation of policy. However, in the practice of public policy development in Timor-Leste, many educational middle leaders have not been included in public policy agenda-setting. Many educational middle leaders confront new policy documents only when these arrive on their desks for implementation. So, this research was conducted to examine the role of Timor-Leste educational civil service middle leaders in policy, the issues facing these educational managers, and strategies that could support their involvement in the policy development process.

Two research methods were used in this research. Firstly, the interviews with nine middle leaders were organised in Tetum (the mother tongue of Timor-Leste). The transcription was then, translated from Tetum into English for data analysis. Secondly, eight policy documents, job descriptions of one public organisation, and three organisational structure documents were analysed.

Key findings show that senior leaders strongly preserve the status quo; that senior leaders do not initiate consultation with the middle leaders; and language use in the policy documents are key issues for the middle level managers. Because these issues have a long-drawn-out existence there are implications for executive leaders in the Timor-Leste educational civil service. Intervention from the top will be needed to change the way middle leaders are involved in policy development and this, in turn, could affect their performance in achieving the educational objectives for their departments.

So, inclusion of the educational middle leaders in policy development, provision of leadership development, and better understanding of Tetum in public policy documents could support the educational middle leaders with more effective policy development and implementation.