Does Management Matter in Schools

Abstract

We collect data on operations, targets and human resources management practices in over 1,800 schools educating 15-year-olds in eight countries. Overall, we show that higher management quality is strongly associated with better educational outcomes. The UK, Sweden, Canada and the US obtain the highest management scores closely followed by Germany, with a gap to Italy, Brazil and then finally India. We also show that autonomous government schools (i.e. government funded but with substantial independence like UK academies and US charters) have significantly higher management scores than regular government schools and private schools. Almost half of the difference between the management scores of autonomous government schools and regular government schools is accounted for by differences in leadership of the principal and better governance.

Competencies Model of a Leader In a Healthcare Organization: International Experience of Distributed Leadership Implementation

“…Это обуслов лено тем, что наличие опыта знаний в области медицины позволяет руководите лю лучше понять процессы оказания ме дицинских услуг и связанные с этим про блемы. Такому руководителю легче нала дить контакт с персоналом и завоевать доверие сотрудников (см., например, ин тервью с Б. Драмм [Frontline lessons..., 2010] [Bloom, Sadun, Reenen, 2014]. В нем показано, что больницы, в ко торых менеджеры имеют более развитые клинические компетенции, более крупные больницы, работающие на рынках с более сильной конкуренцией, а также те, что не управляются государством, демонстриру ют более высокие показатели управленче ской эффективности.…”

Do College Graduates Serving as Village Officials Help Rural China?

“…At the macro level, research finds that political leaders play important roles in shaping the growth of nations (Jones and Olken 2005;Besley, Montalvo, and Reynal-Querol 2011). At the micro level, evidence suggests that the quality of local government officials is critical for the implementation of policies and the delivery of public services (Martinez-Bravo 2014; Bloom, Sadun, and Van Reenen 2014;Bloom et al 2015;Munshi and Rosenzweig 2015;Rasul and Rogger, forthcoming;Yao and Zhang 2015).…”

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“…Alguns autores reconhecem que as ações da gestão escolar podem ser uma importante razão para explicar as diferenças dos desempenhos escolares (BLOOM et al, 2014). Tal fato fica evidente quando pesquisas comprovam que o bom funcionamento da gestão escolar é determinante para o sucesso do desempenho escolar (GRISSOM; LOEB, 2011;BLOOM et al, 2014;JIMÉNEZ, 2015).…”

“…Continua BLOOM et al, 2014;JIMÉNEZ, 2015). Impacto significativo na aprendizagem e no ambiente educacional (ABRUCIO, 2010).…”

“…Apesar das peculiaridades de cada escola influenciarem na gestão escolar, os esforços por melhorias devem ser constantes devido ao fato do bom funcionamento da gestão escolar ser determinante para o sucesso do desempenho escolar (GRISSOM; LOEB, 2011;BLOOM et al, 2014;JIMÉNEZ, 2015) e ter impacto significativo na aprendizagem dos alunos e no ambiente educacional devido ao modelo de gestão e, sobretudo, ao papel exercido pelos gestores (ABRUCIO, 2010).…”