Governance and school boards in non-state schools in Australia

Austen, Steven Roy; Swepson, Pam; Marchant, Teresa

doi:10.1177/0892020611430533

Cited by 4 publications

(2 citation statements)

References 32 publications

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“…Extant research on educational leadership employs a descriptive, qualitative design with semi-structured interviews with key informants (Austen et al, 2012). This study conforms to this trend and, based on the assumption that principals were a primary target, by staff, for disapproval of their management values and actions (Lumby and Tomlinson, 2000), this article explores the differing dimensions and perceptions of principalship.…”

Section: Methodsmentioning

confidence: 94%

Defining a tri-dimensional role for leadership in further education colleges

Lambert

2013

Management in Education

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This article presents a review of current leadership practices of principals in further education colleges and suggests that principalship is more than a two-dimensional functional model comprising internal or externally focused activities. During the past 20 years further education leadership has become more demanding, with greater accountability imposed by a state-controlled system and, as Hargreaves and Fink (2005) suggest, this has impacted on the number of individuals entering senior leadership posts. In light of these changes it is appropriate to review the role of the principal and what is known about the way the role has changed. As a result of the way in which principalship has evolved, this article introduces a tri-dimensional model of principalship − first by reflecting on leadership practices of college principals and identifying the key elements of their role, and second by suggesting that college principalship compasses three theoretical aspects: a public, an internal–public and an internal–private.

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Section: Methodsmentioning

confidence: 94%

Defining a tri-dimensional role for leadership in further education colleges

Lambert

2013

Management in Education

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“…By 2009, as one instance, over 40 per cent of public schools in Western Australia had applied for and been granted Independent Public School (IPS) status (Gray et al, 2013) and this had further increased to 65 per cent at the start of 2017 (Clarke, 2017). Austen et al (2012) note that little attention has been given to local school governance practices in Australia, particularly in faith-based schools. In more general terms, Ranson (2011) argues that understanding a democratic, stakeholder governance model remains crucial to the effective practice of governing schools.…”

Section: Local School Governance Internationallymentioning

confidence: 99%

Local school governance and school leadership: practices, processes and pillars

Leechman¹,

McCulla²,

Field³

2019

IJEM

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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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Community empowerment? School autonomy, school boards and depoliticising governance

Gobby

Niesche

2019

Aust. Educ. Res.

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Governance and school boards in non-state schools in Australia

Cited by 4 publications

References 32 publications

Defining a tri-dimensional role for leadership in further education colleges

Defining a tri-dimensional role for leadership in further education colleges

Local school governance and school leadership: practices, processes and pillars

Community empowerment? School autonomy, school boards and depoliticising governance

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