Abstract:
The aim of this study is to explore Bahrain public education context. An illuminative case study was conducted in one boys primary public school in Bahrain. In addition, the process and the atmosphere of the field work were included in the research. The study was designed according to the assumption that every case is situated within a context that influences it. The state and the society were explored as the context of the case. The school’s administration team, teachers and classrooms were also explored as units of analysis. Sources of data were diverse as well as data collection methods. This case study is represented like a story to deliver wide and rich information to the reader. The key finding of this case study is that public education in Bahrain is highly politicised and controlled. Public education system is hugely centralised in Bahrain within unstable environment. In addition, schools’ authority and autonomy are limited; the state controls and designs all education policies. Civic society participation in public education is also limited. However, social beliefs and values still influence public education. In addition, globalised education policies are influential. The school’s administration team and teachers are placed under the pressure of workload and state control. Managerialism surveillance and control were used as a quick solution for serious problems like the shortage of qualified teachers. Finally, lack of democracy limits non-Governmental stakeholders’ participation which negatively influences public education.
