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Journal articles on the topic 'School governance'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 March 2023

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1

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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Storr, Christopher. "Modernising school governance." British Journal of Educational Studies 67, no. 3 (May 29, 2019): 420–22. http://dx.doi.org/10.1080/00071005.2019.1622308.

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3

Johnson, Paul A. "School Board Governance." Journal of Cases in Educational Leadership 15, no. 2 (August 4, 2011): 83–102. http://dx.doi.org/10.1177/1555458911413887.

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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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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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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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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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Gusfa, Henni, and Yofrina Octika Gultom. "APPLYING PRINCIPLES OF GOOD GOVERNANCE AT HIGHLANDS INTERNATIONAL BOARDING SCHOOL (HIBS) MALAYSIA." ICCD 2, no. 1 (November 25, 2019): 154–58. http://dx.doi.org/10.33068/iccd.vol2.iss1.152.

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Good governance is one of the factors in improving the quality of education. Some points of good governance in school are to involve all participations of school management, to ensure the use of funds appropriately, and to cooperate with school principals, teachers, and school staffs. The purposes of this program are to inform the significant use of internal communication and to encourage the school members in applying good governance in school. This study is to identify the internal communication existing, the application of good governance, and teacher’s competences. The result of this program is to deliver some comprehension and knowledge related to the awareness of good governance in which the benefits are given to the school. This study was applied at Highland International Boarding School (HIBS) Malaysia. The target program of the community service was one day-training and Focus Group Discussion (FGD) which was held at Highlands International Boarding School (HIBS) in Malaysia. The aim of this program is to gain a better management system based on good governancein its work environment. It was found that applying principles of good governance and building internal communication among school members are essential in increasing the school quality.
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Bromley, Matt. "SEND and school governance." SecEd 2018, no. 30 (November 15, 2018): 8–9. http://dx.doi.org/10.12968/sece.2018.30.8b.

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10

Allen, Ann, and Michael Mintrom. "Responsibility and School Governance." Educational Policy 24, no. 3 (May 21, 2009): 439–64. http://dx.doi.org/10.1177/0895904808330172.

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Farrell, Catherine. "School Governance in Wales." Local Government Studies 40, no. 6 (November 6, 2012): 923–37. http://dx.doi.org/10.1080/03003930.2012.719400.

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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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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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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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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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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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Ismara, Ketut Ima, Bayu Rahmat Setiadi, Arie Wibowo Khurniawan, and Didi Supriadi. "Rearranging Laboratory Design towards Good Vocational School Governance." Journal of Advanced Research in Dynamical and Control Systems 11, no. 12-SPECIAL ISSUE (December 31, 2019): 301–5. http://dx.doi.org/10.5373/jardcs/v11sp12/20193225.

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Nepal, Bimal. "Article on Impact of Good Governance on School Performance of Nepal." Journal of Research and Development 5, no. 1 (December 12, 2022): 20–26. http://dx.doi.org/10.3126/jrdn.v5i1.50091.

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This article deals with the impact of good governance on school performance in Nepal. Good governance and its impacts on school performance is a burning as well as searching issue in the field of the educational sector of Nepal. The purpose is to explore and to discuss the findings of the impact of good governance on school performance through critical analysis of the literature review. This article is based entirely on the secondary sources. The finding of the study is that the good governance practices play the significant role in school performance in Nepal. Further, other major findings of this review include low school performance, less participation of stakeholders, lack of transparency and accountability, and corruption in the education sector. The reason for the low performance of schools in Nepal is the lack of good governance. If we adopt good governance practice in education, we can easily ensure/achieve a better school; better performance is the implications of this literature review.
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Ismara, K. Ima, Arie W. Khurniawan, Soeharto Soeharto, Sri Andayani, Didi Supriadi, and Eko Prianto. "Improving the Vocational School Performance Through the Good School Governance." International Education Studies 13, no. 5 (April 18, 2020): 57. http://dx.doi.org/10.5539/ies.v13n5p57.

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The study aims to analyze the implementation of Good School Governance in vocational schools in Indonesia as a response of the high number of inappropriate employment to the vocational graduates’ competencies. This present quantitative descriptive study applies the purposive sampling technique by picking up 852 vocational school principals and teachers from 34 provinces in Indonesia. The researcher found a model for improving the vocational school performance based on good school governance in Indonesia covering Transparency, Accountability, Responsibility, Autonomy, Fairness, Participation, Effectiveness and Efficiency, and Consensus-Oriented principles. Among these eight factors, Responsibility is assessed the highest with the Mean score of 3.25, while both Consensus-Oriented and Participation are labelled as “Not Good” with the Mean scores of 2.93 and 2.82 respectively. However, the results of the recent study need to be legitimated in order to formally applied in all vocational schools in Indonesia.
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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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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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Cox, Lindsey, Victoria Berends, James F. Sallis, Jessica Marie St John, Betsy McNeil, Martin Gonzalez, and Peggy Agron. "Engaging School Governance Leaders to Influence Physical Activity Policies." Journal of Physical Activity and Health 8, s1 (January 2011): S40—S48. http://dx.doi.org/10.1123/jpah.8.s1.s40.

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Background:Most youth are not meeting physical activity guidelines, and schools are a key venue for providing physical activity. School districts can provide physical activity opportunities through the adoption, implementation, monitoring, and evaluation of policies. This paper reports results of a 2009 survey of California school governance leaders on the barriers and opportunities to providing school-based physical activity and strategies to promote adoption of evidence-based policies.Methods:California school board members (n = 339) completed an 83 item online survey about policy options, perceptions, and barriers to improving physical activity in schools.Results:Board members’ highest rated barriers to providing physical activity were budget concerns, limited time in a school day, and competing priorities. The key policy opportunities to increase physical activity were improving the quantity and quality of physical education, integrating physical activity throughout the school day, supporting active transportation to/from school, providing access to physical activity facilities during nonschool hours, and integrating physical activity into before/after school programs.Conclusions:Survey findings were used to develop policy resources and trainings for school governance leaders that provide a comprehensive approach to improving physical activity in schools.
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Duma, M. A. N. "Exploring Rural School Parents’ Knowledge of School Governance." Studies of Tribes and Tribals 12, no. 1 (July 2014): 145–51. http://dx.doi.org/10.1080/0972639x.2014.11886695.

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Phillips, Jane. "The future of school governance." Management in Education 22, no. 4 (October 2008): 18–21. http://dx.doi.org/10.1177/0892020608096061.

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Macpherson, Reynold J. S., and Ann McKillop. "Mentoring school governance and management." Journal of Educational Administration 40, no. 4 (August 2002): 323–48. http://dx.doi.org/10.1108/09578230210433418.

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Jacoby, Dan. "Teacher Unionization in School Governance." Educational Policy 25, no. 5 (September 6, 2010): 762–83. http://dx.doi.org/10.1177/0895904810374852.

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Robinson, Viviane, Lorrae Ward, and Helen Timperley. "The Difficulties of School Governance." Educational Management & Administration 31, no. 3 (July 2003): 263–81. http://dx.doi.org/10.1177/0263211x03031003004.

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Paletta, Angelo. "Public Governance and School Performance." Public Management Review 14, no. 8 (November 2012): 1125–51. http://dx.doi.org/10.1080/14719037.2012.657838.

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James, Chris, Steve Brammer, Michael Connolly, Mike Fertig, Jane James, and Jeff Jones. "School Governing Bodies in England Under Pressure: The Effects of Socio-economic Context and School Performance." Educational Management Administration & Leadership 39, no. 4 (June 28, 2011): 414–33. http://dx.doi.org/10.1177/1741143211404258.

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This article reports research into the nature and functioning of school governing bodies in different socio-economic and performance contexts. The research analysed 5000 responses from a national questionnaire-based survey and undertook 30 case studies of school governing. The research confirmed that school governing in England is a complex and onerous responsibility that places governing bodies under considerable pressure. The socio-economic and performance contexts can be particularly demanding additional pressures. Governing bodies interact with those contexts in a complex way which we explain using the notions of governance capital and governance agency. Governance capital is the network of individuals and their capabilities, relationships and motivations that are available for the governing of a school. It is likely to be greater for schools that: are well regarded; are in high socio-economic status settings; and have high levels of pupil attainment. These effects may add and mutually reinforce creating an ‘amplifier effect’, which may significantly impact on the governing of a school. Governance agency is the capacity of those involved in the governing of a school to act. It is significant; can ameliorate the effects of low governance capital; and complicates the relationship between governing, performance and socio-economic context.
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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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De la Harpe, S., and C. Rijken. "Good Governance." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 11, no. 2 (June 26, 2017): 1. http://dx.doi.org/10.17159/1727-3781/2008/v11i2a2777.

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This issue of the Potchefstroom Electronic Law Journal (PELJ) is entirely dedicated to the concept of good governance. It is the outcome of the first Summer/Winter school on Good Governance which was held at North-West University, Potchefstroom (SA) in January 2006 and at Tilburg University, Tilburg (NL) in January 2007. This Summer/Winter school has now become a yearly event with a bi-annual theme. Academic staff from both universities collaborate in teaching this course. Students from the two universities who participate in the Summer/Winter school have the unique possibility to deepen their knowledge on a particular subject while enjoying a cross-cultural learning environment. The subject of good governance was not selected by chance but was chosen because of its impact in many fields and the many ways in which the concept is used. It was time for a deeper insight into this multiple role of the concept of good governance. The contributions to this journal are the analytical outcome of the research done in preparation for the lectures given during the Summer/Winter school. As the contributions directly apply the good governance concept to various specific fields of expertise, this introduction will be used to give a short reflection on the concept as such.
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Fernando, Sr Mary, Kennedy D Gunawardana, and Y. K. Banda. "Assisted Christian Schools Governance, Practices, Boards Commitments and Performance Measures in Sri Lanka." International Business Research 11, no. 8 (July 19, 2018): 97. http://dx.doi.org/10.5539/ibr.v11n8p97.

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Education has been playing the most important pivoting role in the development of human civilization in the present. Hence, education is inseparable and it is imperative to cater to the present needs of the society and prepare the society for a better future. One of the most valuable gifts that the Catholic Church has contributed is the holistic approach in the education, as we need to compete for Knowledge and wisdom; true education is not only training the mind but also the heart leading to wisdom. However the overall performance of the holistic education system faced wide spread controversy and continuing concern about how schools are being managed and controlled has led to many studies on school performance. The purpose of the study is provided evidence from single or a few perspectives such as selected indicators and school governance principals. In addition, there are many inconsistencies in the finding across the world that shows no signal school governance model is appropriate for all schools, countries and economic environments. The study has considered the three different school governance practicess of board clear funtion, sustainable policy, and board charter in capturing the effect of board governance on school performance. In addition, to elucidate school performance is dealing with board governance; the study used four perspective of balance score card as a determinant of school performance. The estimation results suggested that the board clear function, sustainable policy and board charter had significant positive driving forces on school performance.
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Ranson, Stewart. "School Governance and the Mediation of Engagement." Educational Management Administration & Leadership 39, no. 4 (June 28, 2011): 398–413. http://dx.doi.org/10.1177/1741143211404259.

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The 1988 Education Reform Act radically transformed the local governance of education, according school governing bodies new delegated powers for budgets and staff as well as responsibility for the strategic direction of the school in a quasi market place of parental choice. To take up these new responsibilities the earlier Education Act 1986 had created over 350,000 volunteer citizens in England and Wales to occupy reformed governing bodies: it was the largest democratic experiment in voluntary public participation. The governing bodies were constituted on the principle of partnership between all the groups with a ‘stakeholder’ interest in the school: parents, teachers and support staff would be elected, while other governors would be appointed by the local authority, and drawn from the local community (including local industry and commerce). All the interests would be regarded as equal, one no more important than another. The underlying principle had been that schools would only work well when the different constituencies were provided with a space to express their voice and reach agreement about the purpose and development of the school. The governing body was to have regard for the overall strategic direction of the school, evaluating its progress, and acting as the trustee of the community, publicly accountable for national and local policies (DfEE, 1998).
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Dorata, Nina T., and Cynthia R. Phillips. "School-district governance structures and fiscal outcomes: is school-district leadership entrenched?" Journal of Public Budgeting, Accounting & Financial Management 27, no. 3 (March 1, 2015): 279–317. http://dx.doi.org/10.1108/jpbafm-27-03-2015-b001.

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This study examines the impact of school-district governance characteristics, which include board and management entrenchment and budget and audit committee expertise, on fiscal measures. Despite the significant influence school boards have over the determination and use of the bulk of property taxes, virtually no empirical research exists that examines the influence of school-district governance structures on fiscal outcomes. We find a positive association between board entrenchment and spending and find a negative association between budget and audit committee expertise and spending. The findings of this study confirm that governance structure matters for fiscal outcomes and recommendations are provided to support efforts to improve fiscal efficiency of school-district governance.
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Zhao, Decheng, and Luhuan Wang. "School Governance Structure and Its Impact on Student Performance: A Comparative Study between Four Provinces of China and the PISA2015 High-Scored Countries/Economies." Best Evidence in Chinese Education 6, no. 2 (November 23, 2020): 825–43. http://dx.doi.org/10.15354/bece.20.ar072.

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Improving the school governance structure and establishing a modern school system are the current research focuses in elementary and middle school management. Through a comparative analysis of the school governance structure of four provinces and cities in China (Beijing-Shanghai-Jiangsu-Guangdong, BSJG) and PISA2015 high-scored countries/economies, we found that the school autonomy in seven major aspects including “teacher selection, teacher dismissal, evaluation policy, enrollment policy, textbook selection, curriculum content, and curriculum design” in BSJG schools was significantly lower than that of high-scored countries/economies. The average decision-making of BSJG principals and teachers in various affairs was also substantially lower than the high-scored countries/economies. The multilevel analysis found that the impact of school governance structure on student performance presented different patterns between BSJG and high-scored countries/economies. Therefore, China needs to (i) expand the autonomy of school management further and establish a new government-school relationship; (ii) give priority to curriculum management and ensure its autonomy in schools; (iii) improve the principal accountability system, and strengthen the principal’s power and responsibility in school management; (iv) strengthen democratic management, thereby promoting teachers’ participation in the decision-making of school affairs.
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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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Connolly, Michael, and Chris James. "Reflections on Developments in School Governance: International Perspectives on School Governing under Pressure." Educational Management Administration & Leadership 39, no. 4 (June 28, 2011): 501–9. http://dx.doi.org/10.1177/1741143211406560.

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Debates about governance, across the public sector, including education, continue to generate a substantial literature. The intention of this article is to engage with these debates by reviewing the articles in this special edition. In this review article, we first consider the wider context of the articles by revisiting some of the central debates in the governance literature. We then consider some of the themes that emerge from the articles, which are: the significance of improving school performance and pupil attainment; the dynamic nature of governance and the problematic nature of managing change in school governance; difference and variety; the contested territory of school governing and the conflicting roles and responsibilities; the complexity of school governing especially the complexity wrought by diversity of provision; the complex and demanding capabilities required for, and participation in, governing; micro—macro issues; and joint modes of institutional governance.
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KOGAN, VLADIMIR, STÉPHANE LAVERTU, and ZACHARY PESKOWITZ. "The Democratic Deficit in U.S. Education Governance." American Political Science Review 115, no. 3 (March 30, 2021): 1082–89. http://dx.doi.org/10.1017/s0003055421000162.

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Political scientists have largely overlooked the democratic challenges inherent in the governance of U.S. public education—despite profound implications for educational delivery and, ultimately, social mobility and economic growth. In this study, we consider whether the interests of adult voters who elect local school boards are likely to be aligned with the needs of the students their districts educate. Specifically, we compare voters and students in four states on several policy-relevant dimensions. Using official voter turnout records and rich microtargeting data, we document considerable demographic differences between voters who participate in school board elections and the students attending the schools that boards oversee. These gaps are most pronounced in majority nonwhite jurisdictions and school districts with the largest racial achievement gaps. Our novel analysis provides important context for understanding the political pressures facing school boards and their likely role in perpetuating educational and, ultimately, societal inequality.
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Allen, Ann, and Marytza Gawlik. "Changing the Landscape: A Look at a Market District as an Emerging Model of K-12 Schooling." Educational Policy 35, no. 1 (November 30, 2018): 67–100. http://dx.doi.org/10.1177/0895904818813297.

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Despite research indicating significant challenges of market-based schooling, charter schools remain a growing trend in the United States. In this article, we examine an emerging market model: a K-12 system of charter schools under one charter board meant to serve as a city’s school district. To assess the fit of the market model, we employed a qualitative case study design, using interviews with school board members and the superintendent, and document analysis of school governance documents including the district’s bylaws, organizational charts, and state law. We analyzed our findings against a theory of school governance and found that despite the intent of local actors to create a school district that served all students, the market approach to whole-district schooling created gaps in service. This article raises important insights into the use of market models and the underlying philosophy of governance in shaping educational offerings for students, families, and communities.
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Henriksen, Øyvind. "Making sense across levels in local school governance." Nordic Journal of Comparative and International Education (NJCIE) 2, no. 2-3 (November 17, 2018): 119–33. http://dx.doi.org/10.7577/njcie.2752.

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Dialogues and relations between interdependent leaders working at different hierarchical levels within a given school governance system are crucial for developing shared understandings which are seen as a prerequisite for effective school development. Shared understandings among interdependent actors emerge from productive and dialogical sensemaking processes. The current study provides insight into how sensemaking plays out in dialogue meetings set up by a school superintendent and a team of subordinated school leaders, initiated at the purpose of establishing and maintaining a shared interpretation community working with important areas of pedagogy and schooling. Drawing on action research with observations, reflective conversations, and reflection notes from five key participants in the local school system, and framed within a theory of sensemaking, this issue is addressed by demonstrating how dialogue meetings strengthen the relations between a superintendent and school leadership teams. In such a context of asymmetrical power relations, the current study argues that sensemaking constitutes the pivotal activity in dialogue meetings when ensuring productive relations and bridging the gap between municipalities (as school districts) and schools. In the dialogue meetings subjected to the study, steps were taken towards shared understanding, and the involved leaders set the tone in this process by acting as role models, as facilitators of creating space for reflection.
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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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Bhatnagar, Abhishek, and Nomesh B. Bolia. "Improved governance of Indian school system through school consolidation." Journal of Policy Modeling 41, no. 6 (November 2019): 1160–78. http://dx.doi.org/10.1016/j.jpolmod.2019.05.001.

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Gobby, Brad, and Richard Niesche. "Community empowerment? School autonomy, school boards and depoliticising governance." Australian Educational Researcher 46, no. 3 (February 7, 2019): 565–82. http://dx.doi.org/10.1007/s13384-019-00303-9.

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Hermawan, Agus, and Emily B. Tan. "Philosophy of education: “Tut Wuri Handayani” as the spirit of governance process in Indonesia's educational organization." International Journal of Humanities and Innovation (IJHI) 4, no. 2 (June 30, 2021): 82–85. http://dx.doi.org/10.33750/ijhi.v4i2.112.

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‘Tut Wuri Handayani’ is the slogan of the National Education of Indonesia, written in Sanskrit. It is a philosophy of education that Ki Hajar Dewantara originally promoted. Practically, it is an accumulation of educational processes that prioritize the transformation of good character and knowledge through a governance organization that is instigated by educational leadership. In this regard, the paper utilizes the literature review method to get information from researchers published in refereed journals regarding process governance, model of governance organization in school and synthesizes the information to show how the school leaders can promote “Tut Wuri Handayani” in order that it can be integrated into the school governance. This paper invites researchers to apply qualitative research designs to explore the possibility of implementing the Philosophy Education: “Tut Wuri Handayani” in the governance organization of Schools in Indonesia. Indonesia's educational system has experimented with several forms of leadership. The paper discusses the necessity of promoting the Indonesian philosophy of education, ‘Tut Wuri Handayani,' to preserve its worth as a guide for all school leaders and instructors to maintain a positive attitude and behavior to achieve educational goals. School leaders and instructors are encouraged to use this Indonesian Philosophy of Education to ensure that children always receive a decent education and in all places. The authors also recommend that module and curriculum creators collaborate with learning facilitators to integrate the Philosophy of Education: ‘Tut Wuri Handayani' as one of the school governance principles and values. In addition, this research suggests that future researchers use qualitative research designs to investigate the influence of the implementation of ‘Tut Wuir Handayani' on students, school leaders, teachers, and other stakeholders in a sample of Indonesian schools.
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Hooge, Edith H., Nienke M. Moolenaar, Karin C. J. van Look, Selma K. Janssen, and Peter J. C. Sleegers. "The role of district leaders for organization social capital." Journal of Educational Administration 57, no. 3 (May 13, 2019): 296–316. http://dx.doi.org/10.1108/jea-03-2018-0045.

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Purpose Although it is assumed that school district governance by districts leaders can impact schools’ capacity to improvement and educational quality, there is little systematic evidence to support this claim. The purpose of this paper is to discuss how governance goals and interventions affect school districts’ social capital. Design/methodology/approach The empirical enquiry used quantitative data on district leaders enacting governance as perceived by their school principals. These data were collected among 399 school principals of 23 Dutch school districts in elementary education, using a survey. Social network data on social capital within school districts were collected using a social network survey among educational administrators (i.e. district leaders, central office administrators and school principals). Additionally, examples of the relation between school district social capital and governance at six school districts were described. Findings Results suggest that district leaders can promote the organizational social capital of their school districts through focusing on educational goals. In addition, the findings show that they can reinforce their impact by using interventions varying in coercion level, of which offering support to school principals appears to be “a golden button” to make organizational social capital thrive. Research limitations/implications Limitations to the study are the generalizability of the findings (they can be questioned because “convenience sampling” was used) and warrant a longitudinal design to examine how organization social capital develops over time. Originality/value The study is unique as it addresses the impact district leaders may have on their districts’ social capital by focusing on social network approach in the study of school district governance.
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Supriadi, Didi, Husaini Usman, Abdul Jabar, and Ima Widyastuti. "Good School Governance: An Approach to Principal’s Decision-Making Quality in Indonesian Vocational School." Research in Educational Administration and Leadership 6, no. 4 (December 29, 2021): 796–831. http://dx.doi.org/10.30828/real/2021.4.2.

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The purpose of this research is to examine the model of good school governance and to establish the correlation between good school governance and the principal’s decision making in Indonesian vocational school contexts. The samples of the present quantitative descriptive study are the vocational school principals, vice-principals, and teachers by considering the representation of all provinces in Indonesia. The data were gathered from a structured questionnaire survey of 838 respondents. The factor analysis was applied to bring out the latent variables representing the attributes, and later, the causality between these variables was established using structural equation modeling (SEM). The result of confirmatory factor analysis shown that good school governance was constructed by six principles, namely; transparency, accountability, responsibility, autonomy, fairness, and participation. Supported by empirical evidence, good school governance has have impacted positively on the quality of the principal’s decision making. The research has affirmed that good school governance facilitates the participation of teachers and educational staff in the decision-making process. Moreover, good school governance improves a decision-making quality through the empowerment of teachers, the delegation of authority, and encouragement of shared decision-making.
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Guo, Yanhui. "Application of Internet of Things Technology in Mobile Education of Smart Campus Culture and Etiquette." Journal of Sensors 2022 (July 15, 2022): 1–10. http://dx.doi.org/10.1155/2022/6321784.

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To address the many uncertainties of technological change in school governance processes, this article offers smart school-based governance based on Internet of Things and Internet access mobile. Regarding the use of technology in cell phones, the system integrates in many ways, interviews staff involved, receives information, and then examines the use of how school governance affects school administration. The results of the experiment were as follows: 91.4% of parents believed that the use of smart home control systems was beneficial to themselves and their children; of the parents, 77.42% were most concerned about their student’s school condition, with 41.94% and 38.71% doing homework. In addition, 29.03% and 21.51% of family information and school activities were in the parent’ perspective. Parents estimate that in-school communication on WeChat, which is the largest contributor to smart school management, reaches an average of 50%. Smart school management has proven to be able to create a large database of schools and use it to support and streamline school management decisions, especially decisions, decision of the president, improving the whole process of a smart school system.
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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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50

Hermawan, Agus, and Emily B. Tan. "Philosophy education: “tut wuri handayani” as the spirit of process governance in Indonesia educational organization." Jurnal EDUCATIO: Jurnal Pendidikan Indonesia 7, no. 2 (November 10, 2021): 100. http://dx.doi.org/10.29210/120212867.

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<p>‘Tut Wuri Handayani’ is the slogan of the National Education of Indonesia, written in Sanskrit. It is a Philosophy of Education which was originally promoted by Ki Hajar Dewantara. Practically, it is an accumulation of educational processes that prioritize the transformation of good character and knowledge through Organization Governance that is instigated by educational leadership. In this regard, the paper utilizes literature review method to get information from researchers published in refereed journals regarding process governance, model of organization governance in school and synthesizes the information to show how “Tut Wuri Handayani” can be promoted by the school leaders in order that it can be integrated in the school governance. This paper invites researchers to apply qualitative research designs to explore the possibility of the implementation the Philosophy Education: “Tut Wuri Handayani” in Organization Governance of Schools in Indonesia.</p>
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