Journal articles: 'Governance of schools'

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Bekker, Michiel Christiaan. "Project governance: "Schools of thought"." South African Journal of Economic and Management Sciences 17, no. 1 (February 11, 2014): 22–32. http://dx.doi.org/10.4102/sajems.v17i1.595.

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The terminology, definition and context of project governance have become a focal subject for research and discussions in project management literature. This article reviews literature on the subject of project governance and categorise the arguments into three schools of thought namely the single-firm school, multi-firm school and large capital school. The single-firm school is concerned with governance principles related to internal organisational projects and practice these principles at a technical level. The multi-firm school address the governance principles concerned with two of more organisations participating on a contractual basis on the same project and focus their governance efforts at the technical and strategic level. The large capital school consider projects as temporary organisations, forming their own entity and establishing governance principles at an institutional level. From these schools of thought it can be concluded that the definition of project governance is dependent on the type of project and hierarchical positioning in the organisation. It is also evident that further research is required to incorporate other governance variables and mechanisms such as transaction theory, social networks and agency theory. The development of project governance frameworks should also consider the complexity of projects spanning across international companies, across country borders and incorporating different value systems, legal systems, corporate governance guidelines, religions and business practices.

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Beavis, Allan K. "The Governance of Independent Schools." International Journal of Learning: Annual Review 12, no. 7 (2007): 83–92. http://dx.doi.org/10.18848/1447-9494/cgp/v14i07/45394.

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McCormick, John, Kerry Barnett, Seyyed Babak Alavi, and Geoffrey Newcombe. "Board governance of independent schools." Journal of Educational Administration 44, no. 5 (September 2006): 429–45. http://dx.doi.org/10.1108/09578230610683741.

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Jensen, Sidsel Vive. "Håndtering af muslimske praksisser i danske folkeskoler: Autoritet, inklusion og religion." Tidsskrift for Islamforskning 8, no. 2 (February 5, 2017): 17. http://dx.doi.org/10.7146/tifo.v8i2.25334.

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The Danish public debate on Islam is often concerned with the ways in which Islam is governed in Danish institutions. This article describes – on the basis of survey and interview data from schools across the country – why and how Muslim practices are governed in Danish public schools. The article demonstrates that governance of Muslim practices is not an either-or question of authority. Rather, two types of governance are identified on basis of the collected data: inclusive and exclusive governance. Inclusive governance is generally developed in schools with a high concentration of Muslim pupils. Exclusive governance is slightly more developed in schools where ’specialists’ (e.g. consultants or counsellors) have been involved in the process of developing schools’ governance than in schools where no specialists have been involved. Surprisingly, head teachers’ perceptions of Islam and religion have no direct influence on the kind of governance developed.

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Yuen, Timothy Wai Wa, Chi Keung Eric Cheng, Chunlan Guo, and Yan Wing Leung. "The civic mission of schools and students’ participation in school governance." Asian Education and Development Studies 9, no. 2 (October 3, 2019): 229–41. http://dx.doi.org/10.1108/aeds-06-2019-0095.

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Purpose The purpose of this paper is to examine the relationships between the civic mission of schools and students on participation in school governance through an empirical study. It articulates the importance of school mission on nurturing citizenship of high school students. Design/methodology/approach The research used a mixed method with questionnaire survey in the first phase and qualitative interviews in the second phase. Quantitative data were obtained from a survey completed by 3,209 students and 495 teachers (including principals) from 51 secondary schools in Hong Kong. Qualitative data were collected from 41 individual interviews with principals and teachers and 17 focus group interviews with 56 students in five case study schools. Findings Both students and teachers believed that good citizenship qualities should include students’ participation in school governance. Schools in general took up the civic mission to nurture good and participatory citizens. A mission of nurturing students to become good and participatory citizens made a significant and positive contribution toward achieving students’ actual participation in school governance. However, students’ actual impact on major school policies was minimal. A paradox existed whereby students, knowing their influence over managerial issues was much circumscribed, still gave it a higher rating than their teachers. Originality/value The paper contributes an empirical model for school leaders to develop school vision for promoting student participation in school governance. Based on a large-scale research supported by public funding, the paper contributes an empirical model for school leaders to develop school vision for promoting student participation in school governance. It further adds to the literature on relationship between citizenship education, civic mission of school and student participation in governance.

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Fajriana and Siraj. "Models Of Good School Governance." Proceedings of Malikussaleh International Conference on Multidisciplinary Studies (MICoMS) 3 (January 26, 2023): 00038. http://dx.doi.org/10.29103/micoms.v3i.202.

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School administration should focus on improving oriented performance in terms of policies and procedures that will be implemented in schools. the principle of good school governance that mediates various interests to reach a broad consensus about what is in the best interest of the school community regarding policies and procedures. The purpose of this research is focused on efforts to produce a picture of the potential, implementation and analysis of the implementation of consensus-oriented vocational education so as to produce quality graduates. The results of this study are: 1) analysis of the implementation of good school governance in vocational schools; 2) analysis of supporting and inhibiting factors for the implementation of good school governance in vocational schools; and 3) good school governance model design in vocational schools. This research is a qualitative research with a naturalistic phenomenological approach, with a case study research design. The subjects in this study were school principals, teachers, DU/DI parties, stakeholders and the community. The research object is an analysis of the good school governance model at SMK Negeri 4 Lhokseumawe. Data collection techniques using interviews, observation and documentation. Data analysis was carried out through individual case and cross case analysis. The data analysis technique used is data reduction, data presentation, and drawing conclusions. The importance of this research is to be able to produce a recommendation that is more objective and applicable so that it is useful as a significant input in the framework of overcoming the problem of unemployment for vocational high school graduates in Lhokseumawe City. The contribution of this research is to produce a recommendation model for the implementation of consensus-based vocational schools as a key factor in the success of good school governance. Good school governance is a management model that is appropriate to be applied in the management of Vocational High Schools. Good school governance as a management model that provides greater autonomy to schools and encourages participatory decision-making that directly involves all school members (teachers, students, principals, education staff, parents of students) even the business and industrial world, as well as society as a whole wider.

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Austen, Steven, Pam Swepson, and Teresa Marchant. "Governance and school boards in non-state schools in Australia." Management in Education 26, no. 2 (April 2012): 73–81. http://dx.doi.org/10.1177/0892020611430533.

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Addi-Raccah, Audrey, and Ronit Ainhoren. "School governance and teachers' attitudes to parents' involvement in schools." Teaching and Teacher Education 25, no. 6 (August 2009): 805–13. http://dx.doi.org/10.1016/j.tate.2009.01.006.

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Ravitch, Diane. "Why Public Schools Need Democratic Governance." Phi Delta Kappan 91, no. 6 (March 2010): 24–27. http://dx.doi.org/10.1177/003172171009100607.

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Robinson, Viviane, and Lorrae Ward. "Lay governance of New Zealand's schools." Journal of Educational Administration 43, no. 2 (April 2005): 170–86. http://dx.doi.org/10.1108/09578230510586579.

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Murphy, Joseph. "Governing America's Schools: The Shifting Playing Field." Teachers College Record: The Voice of Scholarship in Education 102, no. 1 (February 2000): 57–84. http://dx.doi.org/10.1177/016146810010200106.

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This essay argues that the landscape of educational control is being reshaped in the post-industrial era. It reviews the current governance problems in education and details the range of possible governance models for post-industrial schooling. The analysis begins by describing the problems that governance must address and identifying the professional-statist domination of school governance and the reliance on bureaucratic mechanisms to exercise control as the two most serious contemporary governance problems. The discussion then moves to a description of the various possiblilities for school governance in the future. Five types of control processes are considered: state control, citizen control, professional control, community control, and market control. The paper concludes by outlining the design principles that form the basis for rethinking school governance in a post-industrial world: localism, direct democracy, lay control, choice, and democratic professionalism.

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Cheng, Eric C. K., Yan Wing Leung, Wai Wa Yuen, and Hei Hang Hayes Tang. "A model for promoting student participation in school governance." International Journal of Educational Management 34, no. 4 (December 5, 2019): 737–49. http://dx.doi.org/10.1108/ijem-06-2019-0186.

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Purpose The purpose of this paper is to highlight the urgent need for a genuinely effective and attainable citizenship education model in Hong Kong’s schools, which focusses on promoting student participation in school governance. It is an empirical citizenship education management model for school leaders that illustrates the predictive effects of personally responsible, participatory, justice-oriented and patriotic citizenship, necessarily supported by school management practices, school ethos and teacher beliefs. Design/methodology/approach A total of 3,209 students from 51 secondary schools in Hong Kong participated in a quasi-experimental design questionnaire survey. A structural equation model (SEM) was applied to confirm the model. Findings The results of the SEM show that the values and cultural practices held by a school’s teachers drive the implementation of its citizenship education. Moreover, it is well known that organizational values can exert a powerful influence and it is the same within educational structures: management practices in schools have an impact on ethos, teachers’ beliefs and student participation in school governance. Practical implications The paper provides practical proposals for school leaders to create opportunities for student participation in school governance. Originality/value This study builds on existing literature and provides school leaders with a practical model for implementing student participation in school governance.

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Subramanian, Vidya K. "From Government to Governance." Contemporary Education Dialogue 15, no. 1 (December 18, 2017): 21–50. http://dx.doi.org/10.1177/0973184917742247.

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The Teach for India (TFI) programme, an important offshoot of the Teach for All/Teach for America global education network, began as a public–private partnership in 2009 in poorly functioning municipal schools in Pune and Mumbai. Like its American counterpart, the programme in India has similar ideas of reform and recruits college graduates and young professionals to serve as teachers in under-resourced government schools and low-cost private schools as part of a two-year fellowship. Over the past 7 years, the organisation has expanded its reach to five other cities in the country—Delhi, Bangalore, Hyderabad, Chennai and Ahmedabad—and is emerging as a focal point in a growing network of urban not-for-profit organisations seeking to infuse new logics of reform in municipal school administrative bodies. This article situates the emergence of the TFI programme in the Indian context and maps its links to local, national and global actors and organisations using Social Network Analysis (SNA). Through the use of SNA, the article highlights the growing network of non-state institutions in metro cities, most notably Mumbai and Delhi, which are playing a key role in school reform focusing on school management, school leadership, advocacy and teacher training.

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Finn, Chester E., Bruno V. Manno, and Brandon L. Wright. "Improve governance for charters." Phi Delta Kappan 98, no. 6 (March 2017): 63–69. http://dx.doi.org/10.1177/0031721717696481.

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With 25 years of experience, the charter sector has had enough time to experience a host of unanticipated and unresolved problems related to the complex ways in which charter school governance relates to school leadership. The time has come for the sector to revisit some fundamental decisions about how charter schools and networks are governed, both to tighten arrangements that are excessively loose and to encourage further innovation. The future of chartering should not be a linear extension of the past. If we left some problems unsolved in 1991 (or had no idea that they would become problems), that is no reason not to take stock of things as they stand today and to set matters right before moving forward. This article is based on the authors’ book, Charter Schools at the Crossroads: Predicaments, Paradoxes, Possibilities (Harvard Education Press, 2016).

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Salvioni, Daniela M., and Raffaella Cassano. "School Governance, Accountability and Performance Management." International Journal of Financial Research 8, no. 2 (February 28, 2017): 176. http://dx.doi.org/10.5430/ijfr.v8n2p176.

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Limited resources, recent reforms of educational system that impose rapid changes in the governance system, high demand for managerial skill and operational autonomy, impose the capability to optimize performance, transparency of behaviour, dialogue with stakeholder to grow results in the school system. It therefore draws attention to the importance of activate long-term positive relations between schools, students, families, governmental authority and other structures of public Administration to improve quality and performance in school management. So is critical an effectiveness accountability system as starting point to develop the quality of relations between the schools and their stakeholders. In this regard, this article proposes the Network Governance as lever to improve an effectiveness stakeholder engagement and to optimize performance in the School System. This study represents a dissertation that aims to raise awareness about the cycle of performance management in schools and for the optimization of the use of public resources.

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O'Hair, Mary John, and Ulrich C. Reitzug. "Restructuring Schools for Democracy: Principals’ Perspectives." Journal of School Leadership 7, no. 3 (May 1997): 266–86. http://dx.doi.org/10.1177/105268469700700303.

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Currently there is renewed emphasis among theorists and practitioners on democratic schooling. Although frequently equated with school governance, democratic schooling extends beyond governance structures into all aspects of school and classroom practice. What democratic schooling means for the practices of principals, however, is unclear. In democratic schools principals not only no longer sit at the apex of the governance hierarchy but they must also discover what it means to be a democratic school in the various arenas of school policy and practice. What are appropriate practices for principals in democratic schools? This study addressed this question via a qualitative study of principals in schools striving to become more democratic. Three themes were identified that characterized the practices of principals in these schools: expanding involvement in school decision making and discourse, focusing attention on connections, and promoting inquiry around core beliefs.

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Jones, Jeffrey, and Stewart Ranson. "Reconfiguring the governance of schools in England." Management in Education 24, no. 1 (January 2010): 7–13. http://dx.doi.org/10.1177/0892020609354954.

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NAČINOVIĆ BRAJE, Ivana, Domagoj HRUŠKA, Throstur Olaf SIGURJONSSON, Saulė MAČIUKAITĖ-ŽVINIENĖ, Laura MINA-RAIU, Corina Cristiana NASTACA, Reyes HERRERO LÓPEZ, and Catalin PLOAE. "Revising the Curriculum of Governance Teaching Post COVID-19." European Journal of Interdisciplinary Studies 14, no. 1 (June 30, 2022): 265–81. http://dx.doi.org/10.24818/ejis.2022.17.

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Governance has become a common part of teaching curriculums for most business schools, public administration schools and other related faculties. This paper questions the content of governance curriculums taught before COVID-19 pandemic in 5 European countries and provides a comparative assessment. Research findings indicate that apart from teaching general governance courses, governance is most often taught as specific for certain organizational or industrial context. This is followed with governance from perspective of leadership and change management, but also governance within business administration discipline of strategy. However, the intensity of governance as a topic within curriculums differs significantly. Only limited number of curriculums include resilience topics which have proven their importance during COVID-19 pandemic. Findings of this paper can be used to develop unitary and internationalized curriculums on governance studies at European universities in a post COVID-19 world.

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Riyanto, Nila Agus, Abdul Hamid, and Ulfah Dina Maryati. "MOBILE WEB BASED SCHOOL INFORMATION SYSTEM GOVERNANCE." JLCEdu (Journal of Learning and Character Education) 2, no. 2 (November 29, 2022): 75–81. http://dx.doi.org/10.56327/jlcedu.v2i2.46.

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Schools are one of the basic needs of society in order to improve human resources through academic education and other supporting education. Through schools, people can study the development of education by utilizing the development of technology and information which is increasingly easy to obtain. Currently schools are trying to become institutions that are able to serve the community well, especially in terms of conveying information to the community. However, so far information is still done manually, such as pasting on announcement boards, circulars distributed to students. Along with the rapid development of technology and information, the researchers aim to create a mobile web-based school information system at MTS Ma'arif so that all information can be accessed easily. Researchers designed and realized a mobile web-based school information system using the PHP programming language and MySQL database. The use of the mobile web in competency development and school quality is the right thing because the mobile web is a very informative and dynamic medium to add insight in finding educational information. The implementation in this study can be accessed anytime and anywhere via the internet. The mobile web can make it easier for schools to convey information and promotional processes that have so far been done manually.

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Timar, Thomas B. "School Governance and Oversight in California: Shaping the Landscape of Equity and Adequacy." Teachers College Record: The Voice of Scholarship in Education 106, no. 11 (November 2004): 2057–80. http://dx.doi.org/10.1177/016146810410601101.

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This article examines California's system of school governance. The article's overarching concern is how state structures and policies support or constrain the capacity of schools to deliver an adequate and equal education. Specifically, I address the following questions: Who is responsible for ensuring that the state's schools have adequate resources'? What means are available to determine of schools’ curriculum, personnel, facilities, and instructional materials are adequate? What means exist for determining if schools are performing satisfactorily ? What means exist for remedying deficiencies in schools ? I argue that the irrationality, incoherence, and limited efficacy of California's increasingly state-controlled system of governance contribute substantially to create the substandard conditions in schools that are the subject of the Williams case.

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Surur, Agus Miftakus, and Kharisma Nur Cholifah. "Penerapan Good Governance pada Kepengurusan Pondok Pesantren Putri Al-Amien." Al-Tadzkiyyah: Jurnal Pendidikan Islam 9, no. 2 (November 30, 2018): 261. http://dx.doi.org/10.24042/atjpi.v9i2.2149.

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Good governance is the way in organizing resources and solve the problems of the public. Good governance arose due to dissatisfaction on the performance of Government organizer of public affairs. Good governance is needed in seeking and maintaining a social life, respect of the rights and obligations of every Member of society to realize. Boarding schools are also included in community groups. Each boarding schools must have had the caregiver, the organizational structure, students, and the code of conduct as well as the conditions that must be observed. There has to be cooperation from all parties so that community life created an orderly and harmonious. So, the principles of good governance should be applied in the system of governance. In this study, using this type of qualitative research. While the approach used, namely the approach of case studies. This type of approach to study intensively on one object of study it as a case that is about the application of good governance on boarding schools Daughter Al-Amien. As a result, the organizational system in boarding schools Daughter Al-Amien looks pretty good. Stewards still provide leniency on students to voice your opinions and defend themselves. Participation and responsibilities of students themselves as a society have also been quite good. The Naat dare infringe but remain ready to accept any consequences.

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Mythili, N. "Governance and Leadership for Achieving Higher Quality in School Education: A Study of Sikkim." Indian Journal of Public Administration 65, no. 2 (June 2019): 298–324. http://dx.doi.org/10.1177/0019556119844585.

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Studies related to governance and leadership contributing to quality are rare in education. Sikkim has been chosen for this study to fill the gap. The article argues that good governance is a means or a process through which network governance can be effectively applied in the education system that is operationalised through leadership for achieving higher quality. The study indicates that the influence of ministerial leadership in public administration flows from the state level to schools. The lead-organised governance network at the state level characterises educational functions ranging from identifying needs to build a vision for an education system and exploiting ICT for the ease of administration. A network administrative organisation at the district level characterises establishing networks, aligning the focus between the state and school levels, creating a network of leaders at the school level and spreading innovations and good practices to all schools in the district. Participant governance at the school level mainly translates the state’s vision into action, engages in professional development of teachers, creates a climate for experimentation, distributes time equally between academic and administrative activities and builds networks with district- and state-level officials for improving schools. Through these processes at all levels, good governance acts as a means for apt application of network governance. Relevant leadership practices ensure good governance for higher quality education.

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Wang, Yafei. "Application of Information Technology in Optimizing the Governance of Basic Education Groups." International Journal of Emerging Technologies in Learning (iJET) 16, no. 05 (March 16, 2021): 281. http://dx.doi.org/10.3991/ijet.v16i05.22407.

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Running schools by forming basic education groups is an important measure for the reform and innovation of education system in China. A basic education group is a collection of schools, and its internal governance is very important for the smooth operation and performance improvement of the group. Nowadays, the highly developed information technology has provided a powerful tool for optimizing the governance of basic education groups, however, the relevant research on the application of information technology in optimizing the governance of basic education groups is very insufficient. For this reason, this paper sorted out the problems existing in the governance of basic education groups; then, from the perspective of industrial organization, the paper analyzed the mechanisms to optimize the governance of basic education groups, and proposed a few ideas for applying information technology to optimize the governance of basic education groups.

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Prof. Vimbi Petrus Mahlangu. "Management versus Governance Power Contests Facing Principals in Schools: Power Relations." sjesr 4, no. 4 (December 27, 2021): 28–41. http://dx.doi.org/10.36902/sjesr-vol4-iss4-2021(28-41).

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The focus of the article is about issues that secondary schools face in terms of the responsibilities of principals and school governing bodies (SGBs) in terms of dispersed leadership rather than one-man role-based leadership. Methods: The study investigates issues of schools surrounding distributed leadership practices using data from research on the connection between the principal and school governing bodies. This research used qualitative and quantitative data collected from secondary school administrators, SGB members, and teachers as part of a design research project. Implications: According to the findings, concentrating on distributed leadership methods may assist overcome some of the drawbacks of providing feedback to a single leader. Findings: In Gauteng secondary schools, opposing ideas and expectations predominate. Where SGBs and principals struggle against one another, ambiguous rules are found. Some principals impose terms on SGBs, while SGBs impose terms on principals. Dysfunctional schools are caused by weak governance and management. In terms of financial problems, there is a lack of transparency in schools. Principals contribute to school problems by refusing or failing to accept their ineptness. They continue to run schools inefficiently; they do not fully engage teachers in school management; they mistreat parents; they impose terms on SGBs; they contribute to dysfunctional schools; school resources are embezzled for purposes not related to the running of schools, and they mix up their work with that of the SGBs. Principals and SGBs should be made aware that cooperation, rather than competition, may be more effective in reducing power struggles in schools.

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Davies, Peter, Colin Diamond, and Thomas Perry. "Implications of autonomy and networks for costs and inclusion: Comparing patterns of school spending under different governance systems." Educational Management Administration & Leadership 49, no. 1 (November 21, 2019): 128–44. http://dx.doi.org/10.1177/1741143219888738.

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Policy reform around the globe has increased the autonomy that schools enjoy in spending on resources. This reform assumes that schools face strong incentives to use their resources to maximise pupil attainment and that they know best how to spend their money to achieve this aim. This study provides evidence of the relationship between governance and how schools choose to spend their money. It uses data for all state-funded secondary schools in England for the academic years 2009/10, 2011/12 and 2015/16. This enables a comparison of schools operating under three forms of governance: local authority maintained schools (LAMs); schools operated as a single ‘academy’ trust outside local authority control (SATs); or those in a network of academy schools governed by a multi-academy trust (MATs). The data provide no support for claims that academy schools will spend less on administration or that networks of schools will enjoy economies of scale. The data do show that academy schools spent proportionately less on teacher salaries and educational support, and more on back office costs, after taking account of pupil characteristics.

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Sheard, Mary, and James Avis. "Schools, Governance and Community: A Next Practice Intervention." Educational Management Administration & Leadership 39, no. 1 (December 8, 2010): 84–104. http://dx.doi.org/10.1177/1741143210383898.

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Salokangas, Maija, and Christopher Chapman. "Exploring governance in two chains of academy schools." Educational Management Administration & Leadership 42, no. 3 (May 2014): 372–86. http://dx.doi.org/10.1177/1741143214521588.

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Ranson, Stewart. "Schools and civil society: corporate or community governance." Critical Studies in Education 53, no. 1 (February 2012): 29–45. http://dx.doi.org/10.1080/17508487.2012.635670.

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Duggett, Michael. "“Global Governance” in Institutes and Schools of Administration." Teaching Public Administration 27, no. 1 (March 2007): 1–14. http://dx.doi.org/10.1177/014473940702700101.

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Conle, Carola. "Community, reflection and the shared governance of schools." Teaching and Teacher Education 13, no. 2 (February 1997): 137–52. http://dx.doi.org/10.1016/s0742-051x(96)00012-1.

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Chapman, Christopher, Geoff Lindsay, Daniel Muijs, Alma Harris, Elisabeth Arweck, and Janet Goodall. "Governance, leadership, and management in federations of schools." School Effectiveness and School Improvement 21, no. 1 (March 2010): 53–74. http://dx.doi.org/10.1080/09243450903569734.

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Walker, George. "Book review: Governance in International Schools (second edition)." Journal of Research in International Education 15, no. 3 (December 2016): 268–70. http://dx.doi.org/10.1177/1475240916680422.

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Karri, Ranjan, Cam Caldwell, Elena P. Antonacopoulou, and Daniel C. Naegle. "Building Trust in Business Schools Through Ethical Governance." Journal of Academic Ethics 3, no. 2-4 (November 11, 2006): 159–82. http://dx.doi.org/10.1007/s10805-006-9012-6.

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Gibson, James. "Community and Governance in the Washington, D.C., Schools." National Civic Review 89, no. 1 (2000): 47–52. http://dx.doi.org/10.1002/ncr.89108.

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Urbanovič, Jolanta, Michiel S. de Vries, and Barbara Stankevič. "Unanticipated Consequences of Reforms in School Governance." NISPAcee Journal of Public Administration and Policy 14, no. 2 (December 1, 2021): 273–98. http://dx.doi.org/10.2478/nispa-2021-0023.

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Abstract This article argues that policy development and evaluations should not only incorporate whether and to what extent the policies achieve the intended goals, but should also take the unintended consequences of the policies into account. Based on the classic work of the sociologist Robert Merton, this article addresses the side-effects of attempts that have been made by the Lithuanian national government to improve on the governance of basic and high-schools. The intended goals of the policies concerned the increase of autonomy of school governance through the decentralization of responsibilities; increasing autonomy of and control over school governance; increasing market-driven governance, inducing competition and collaboration between schools, and altering the relation between service providers and recipients. An in-depth analysis shows that there were serious side-effects. Due to the limited knowledge and capabilities at the local level the policies resulted in sub-optimal decision-making at the school level. As the transfer went hand in hand with national laws and strict regulations, stipulating the financing and content of education, setting standards and uniform requirements this reduced the ability of schools to make autonomous decisions and rather turned them into bodies implementing national standards. A decrease in cost-efficiency is visible as every school has to make its own plans; administrative burdens increase, and insufficient funding results in a transfer of shortages instead of transferring the responsibility to find solutions for those shortages, and instead of becoming more collegiate, the relation between schools becomes competitive resulting in distrust with all the expected negative consequences. The plans to increase the autonomy of school governance could have developed rather differently if these unintended consequences had been taken into account beforehand. If such side-effects would be anticipated, that could have resulted in more realism, less one-sided and unfounded optimism and in the end, less frustration and demotivation.

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Cobbinah, Joseph Ezale. "Analysis of the Problematic Nature of Appointment of Public Senior High School (SHS) Head Teachers and the Governance of Schools in Ghana." International Journal of Teacher Education and Professional Development 3, no. 2 (July 2020): 19–32. http://dx.doi.org/10.4018/ijtepd.2020070102.

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This article examines the problematic nature associated with the appointment of head teachers in Ghanaian senior high schools (SHS) and how this is impacting the governance of schools. The Ghana Education Service (GES) is supposed to make appointments and promotions of head teachers, however there are external bodies that influence the appointment process. With data gathered from deputy head teachers, education officers, and senior teachers from selected schools, the study examined the problematic nature of head teacher appointment and the nature of school governance. The results showed that although the GES is making efforts to promote good governance through the school leadership, there are still some controversies and challenges that affect the effectiveness of their work. To address this, the study concludes that, the GES must streamline its appointments and promotion guidelines so as to eliminate any external pressures and influences to promote improvement and ensure continuity.

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Kirby, Peggy C. "Shared Decision Making: Moving from Concerns about Restrooms to Concerns about Classrooms." Journal of School Leadership 2, no. 3 (May 1992): 330–44. http://dx.doi.org/10.1177/105268469200200308.

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Whilesome schools dive head first into shared governance, others struggle with issues and processes that frustrate both faculty and administrators. Here the author describes selected experiences of four schools at various stages of implementation of a shared leadership model in an effort to identify factors that facilitate meaningful involvement. Propositions are offered regarding issues for shared governance, the structure and composition of leadership teams, and the collection and use of information.

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Adhikari, Rishi, and Devendra Adhikari. "Women Participation in School Governance in Lalitpur, Nepal: A Participatory Development Practice." Nepalese Journal of Development and Rural Studies 18, no. 01 (December 31, 2021): 24–34. http://dx.doi.org/10.3126/njdrs.v18i01.41946.

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Participation is an important dimension of good governance. In Nepal, there seem positive changes in women's participation in School Management Committees (SMC), Parent Teachers Association (PTA), and school administration but the participation of women has become a far-reaching goalin public school governance. This article is about exploring how women's participation could contribute to promoting good governance practices in community schools. Authors have applied an interpretative inquiry and participation and feminist standpoint theories to make out the meaning in this study which was carried in two public schools in Lalitpur, Nepal. The finding reveals that his meaningful representation of women in school governance is likely to minimize the governance challenges such as absenteeism, low parents’ participation, poor resource mobilization, transparency, and accountability.These positive transformations contribute to the community development process. However, enabling environment for women is needed to ensure their meaningful representation in school governance structures. This study is beneficial to educationists, planners, and development workers in Nepal.

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Gravett, Sarah, and Coert Loock. "Towards a governance and management model for teaching schools in South Africa." South African Journal of Childhood Education 4, no. 3 (December 30, 2014): 18. http://dx.doi.org/10.4102/sajce.v4i3.237.

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This article reports on a project that was aimed at establishing a model for the governance of teaching schools in South Africa within the framework of the current legal dispensation for the public and the independent schooling sector. The paper mainly addresses the powers and functions of public schools and school governing bodies as defined within the broader framework of The South African Schools Act 84 of 1996, The National Education Policy Act (Act 27 of 1996), and the Employment of Educators Act (Act 76 of 1998). The analysis of these statutes informed the proposal of four possible models for governance of teaching schools. The article recommends two models that fit the mandate of teaching schools as envisioned in the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa, 2011–2025: 1) a model that provides for teaching schools as a school type at national (not provincial) level, and 2) the independent school model

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Oluwole, Joseph O., and Preston C. Green. "Are California’s Charter Schools the New Separate-But-Equal “Schools of Excellence,” or Are They Worse Than Plessy?" Journal of Transformative Leadership & Policy Studies 7, no. 1 (May 1, 2018): 43–52. http://dx.doi.org/10.36851/jtlps.v7i1.497.

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The lack of quality education many charter schools offer disproportionately and adversely impacts communities of color. This article considered two models of charter school governance in use by California and Ohio. The first model posits that a fundamental tenet of charter schools is freedom from the burdensome bureaucracy traditional public schools bear. Based on the argument that deregulation enables charter schools to employ more innovative instructional and management practices, it assumes higher achievement scores would follow. The second model proposes to address educational inequality by increasing accountability on charter school authorizers by increasing regulatory practices. These models example the variety of governance models extant. In addition, arguments supporting each model are presented. The authors conclude with a discussion that supports the position that while autonomy is essential to maintaining the original objectives of charter schools, states must hold authorizers accountable for student achievement.

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Thorpe, Anthony. "Supplementary schools with connections to religious organisations in the United Kingdom: A heuristic device for school leaders and researchers." Management in Education 34, no. 4 (August 14, 2020): 157–64. http://dx.doi.org/10.1177/0892020620949544.

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Many supplementary and complementary schools operating in the United Kingdom and other countries have connections and relationships with religious organisations. However, there is considerable variety and complexity in these links and connections. Amidst some public concerns about these schools and as so little is known about them compared with other school sectors, a new heuristic device is offered to support leadership practice in supplementary and mainstream schools, and to encourage research particularly in the areas of governance, leadership and management. The need for this heuristic is made all the more urgent because of the disengagement of the state, at various levels, from appreciation of and support for the work of these schools, compounded by the lack of knowledge and understanding of their governance, leadership and management in particular. The exclusion of supplementary schools with religious links from future research and school partnerships needs to be avoided.

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Beard, Karen Stansberry, and Omotayo Adeeko. "Charter School Authorization: A Gateway to Excellence and Equity." Journal of Transformative Leadership & Policy Studies 7, no. 1 (May 1, 2018): 15–26. http://dx.doi.org/10.36851/jtlps.v7i1.495.

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The lack of quality education many charter schools offer disproportionately and adversely impacts communities of color. This article considered two models of charter school governance in use by California and Ohio. The first model posits that a fundamental tenet of charter schools is freedom from the burdensome bureaucracy traditional public schools bear. Based on the argument that deregulation enables charter schools to employ more innovative instructional and management practices, it assumes higher achievement scores would follow. The second model proposes to address educational inequality by increasing accountability on charter school authorizers by increasing regulatory practices. These models example the variety of governance models extant. In addition, arguments supporting each model are presented. The authors conclude with a discussion that supports the position that while autonomy is essential to maintaining the original objectives of charter schools, states must hold authorizers accountable for student achievement.

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Preston, Teresa. "A Look Back." Phi Delta Kappan 100, no. 3 (October 22, 2018): 5–7. http://dx.doi.org/10.1177/0031721718808256.

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This exploration of Phi Delta Kappan’s archives shows how the magazine has covered questions related to the purposes, governance, and funding of the public schools. Articles have discussed the role of schools in a democratic society, how schools should relate to the public, whether public funds should be diverted to private and religious schools, and whether charter schools and other vehicles for school choice are beneficial to families and schools.

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Tejada, Marlon, and Dennis V. Madrigal. "The Quality and Challenges of Catholic Education among Parochial Schools in the Diocese of Kabankalan." Philippine Social Science Journal 4, no. 3 (October 25, 2021): 75–84. http://dx.doi.org/10.52006/main.v4i3.398.

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Catholic education is a Catholic school’s way of participating in the Church’s evangelizing mission through holistic formation and conversion accordant with Catholic faith and doctrines. This descriptive comparative-correlational study determined the quality of Catholic education among parochial schools relative to the Philippine Catholic Schools Standards (PCSS) domains: Catholic identity and mission, leadership and governance, learner development, learning environment, and operational vitality. The 252 school personnel and 36 administrators of 18 parochial schools in the Diocese of Kabankalan, Philippines, for the School Year 2020-2021, answered the standardized PCSS survey questionnaire. The results showed that parochial schools are excellent relative to the offering of quality Catholic education. The findings also showed no significant difference in the level of quality of Catholic education among parochial schools when respondents are grouped according to designation and length of service. In addition, the quality of Catholic education does not correlate with the school budget and size.

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Mncube, Vusi, Lynn Davies, and Renuka Naidoo. "DEMOCRATIC SCHOOL GOVERNANCE, LEADERSHIP AND MANAGEMENT: A CASE STUDY OF TWO SCHOOLS IN SOUTH AFRICA." International Journal of Educational Development in Africa 1, no. 1 (December 19, 2014): 59–78. http://dx.doi.org/10.25159/2312-3540/45.

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This article reports on a qualitative study that investigated the functioning of school governing bodies (SGBs) as a tool for promoting democracy in two schools. Data was gathered through interviews, observations and document reviews. Findings revealed that democracy was in existence and practised at both schools and that it was characterised by shared decision making and acknowledged rights of individuals, representations, participation and equality. Two structures for promoting democracy were found to be in existence in both schools. These are school governing bodies and representative councils for learners. Such structures were found to be functioning effectively and contributing to the democracy in schools. However, although the learner voice was represented at both schools, learner participation in crucial issues in both the schools was limited. The study recommends that all teachers, learners and parent representatives on the SGBs be trained in skills such as deliberation, debate, dialogue and managing differences. Furthermore, training or capacity building related to advocacy skills and leadership development should be provided for all members of the SGBs, including teachers. The more learners, parents and staff are involved in school policy and decision making, the more there is a genuine community involvement in schools, and the more effective a school becomes. Also, schools need to move towards learnerinitiated decision making where learners initiate the process and invite adults to join them in making decisions. Also, there is need for teachers to be trained in democratic ways of operating in the school and classroom, which will possibly help them learn ways of working democratically in both the whole school and the classroom.

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Harmen, Hilma, Muhammad Bukhori Dalimunthe, Rosmala Dewi, Fitri Yani Panggabean, and Raudah Zaimah Dalimunthe. "The Governance of School Operational Assistance (SOA) Funds for Elementary Schools in Medan." Jurnal Ilmiah Peuradeun 11, no. 1 (January 30, 2023): 293. http://dx.doi.org/10.26811/peuradeun.v11i1.832.

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This study aimed to test the measurement and structural models of SOA fund governance constructed by participation, transparency, and accountability. A total of 348 respondents were involved in this study consisting, including the headmaster (n=20), teachers (n=76), and parents (n=252). Data were collected using a questionnaire distributed to respondents using Google Forms for four months. Data analysis used confirmatory factor analysis through Partial Least Squares-Path Modeling (PLS-PM), which assisted the Smart PLS. Testing the measurement model using construct validity and internal consistency reliability showed two items (P4-participation and A3-accountability) having loading factors that do not satisfy the criteria. Likewise, both items were excluded from the model, which impacted the acceptance of the model fit. Furthermore, testing the quality of the structural model using the goodness of fit (GoF=0.524) was more significant than 0.36, which meant the quality of the structural model was very strong and significant. The transparency aspect had the most robust coefficient, which signals that everyone regarding the implementation of SOA funds in schools freely obtained the disclosure of financial and academic information. Other scholars can explore the role of the principal, teachers, and parents in making learning successful in schools by optimizing the use of SOA funds.

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Hrynevych, Liliia, Kostiantyn Lynov, Ivan Shemelynets, and Gryhoriy Riy. "MODERNISATION OF THE EDUCATION MANAGEMENT SYSTEM IN KYIV UNDER THE CONDITIONS OF IMPLEMENTING SCHOOL AUTONOMY." Modern Higher Education Review, no. 6 (2021): 129–46. http://dx.doi.org/10.28925/2518-7635.2021.610.

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The article is devoted to the problem of the functional effectiveness of the system of educational governance in Kyiv, detection of the problems related to the establishing of the schools’ autonomy, and developing the ways of the system’s transformation. The authors have analyzed international experience in constructing an effective system of educational governance on the territorial level. In the vast majority of countries, schools are granted partial autonomy, the granting of which is accompanied by the establishment of bodies, such as, councils with supervisory and control functions consisting of representatives of the school administration, local management bodies and parents. The article demonstrated that such experience can be partly implemented in Kyiv. Several models of creating service centers for secondary schools are considered. For instance, a rational model with full financial autonomy, a balanced model with partial autonomy and outsourcing and a transitional model with the preservation of district education departments with a small staff and the establishment of separate service centers within the district or district of Kyiv. Kyiv has a two-level education governance system, in which the district educational administrations are an intermediary link between the Kyiv Educational & Research Department and the schools. In this respect, the article also analyzes legislation that grants the district education departments their mandate, regulates their functional tasks and relationships with the schools. The authors of the article propose several models of transforming the educational governance system in which the district educational administrations will take on the role of service centers.

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Leechman, Gareth, Norman McCulla, and Laurie Field. "Local school governance and school leadership: practices, processes and pillars." International Journal of Educational Management 33, no. 7 (November 4, 2019): 1641–52. http://dx.doi.org/10.1108/ijem-12-2018-0401.

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Purpose The purpose of this paper is to investigate the processes and relationships between school councils and school leadership teams in the local governance of 18 independent, faith-based schools in New South Wales, Australia. Design/methodology/approach A three-phase, mixed-method research design was used incorporating development of a conceptual framework for local school governance drawn from current literature, face-to face interviews with chairs of school councils and principals, and a subsequent survey of school council members and within-school leadership teams. Findings Noting a lack of research into the practices and processes of school council operations and their interface with school leadership, the study identified five key areas that were seen to be foundational to the effectiveness of local governance. Research limitations/implications The study contributes an Australian perspective to an international need to better understand local governance arrangements in school leadership and management. Practical implications At a practical level, the study provides valuable insights to principals, and to those aspiring to the role, on the nature of the relationship between the school council and school leadership teams. Social implications The study responds to a marked increase internationally in local governance arrangements for schools by way of school councils or boards. Originality/value A review of literature reveals that, somewhat surprisingly, there has been relatively little research undertaken in this key area of leading and managing schools.

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Parker, Lyn, and R. Raihani. "Democratizing Indonesia through Education? Community Participation in Islamic Schooling." Educational Management Administration & Leadership 39, no. 6 (November 2011): 712–32. http://dx.doi.org/10.1177/1741143211416389.

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In 1998, Indonesia embarked on a journey to democracy. This journey involved the decentralization of education from 2002. The new school-based management (SBM) system required greater community and parental participation in schools—thereby, it was hoped, contributing to a deepening of democracy. Islamic schools ( madrasah) also adopted this policy reform. Here we present the findings of our research into community participation in madrasah in Indonesia. One of our principle findings, and concerns, is the low level of parental and community participation in madrasah governance. Parents feel they have no place in school governance or in teaching and learning. There is a concentration of power in the hands of principals, teachers and school founders (of private madrasah). In general, participation by teachers in madrasah governance is increasing. Also, there are examples of excellent madrasah, where the principals devolve power and responsibility to other teachers, cooperate with parents and community leaders, model exemplary behaviour and institutionalize a clear vision. The decentralization of education in Indonesia has not uniformly empowered citizens to become more involved in Islamic schools. The question remains how to extrapolate from practices at excellent madrasah to effectively articulate community enthusiasm for Islamic schooling and school governance nationwide.

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Juhji, Juhji, Encep Syarifudin, Shobri Shobri, and Hidayatullah Hidayatullah. "ACCOUNTABILITY AND GOOD GOVERNANCE IN ISLAMIC EDUCATIONAL MANAGEMENT: A LIBRARY STUDY." MANAGERE : Indonesian Journal of Educational Management 2, no. 3 (December 31, 2020): 281–92. http://dx.doi.org/10.52627/ijeam.v2i3.64.

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This paper aims to explore the concept of accountability and good governance in the management of Islamic education. This research uses a qualitative approach for library research type. The discussion data was obtained from primary and secondary data derived from books and journals of international and national reputable. Content analysis is used as an analysis technique. The results of the study show that accountability and good governance in Islamic education management is the obligation of schools to account for the management, control of resources, and the implementation of policies entrusted to institutions in order to achieve the goals that have been set. The study recommends schools to implement accountability and good governance in Islamic education management.

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Journal articles on the topic 'Governance of schools'

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