Board effectiveness and school performance: a study of Australian independent schools

Role expectations and shared accountability: A framework for school governance

“…The survey used an adapted version of Baker et al (2016) instrument and included Likert-scale questions related to diversity of board composition, board practice, principal influence, board effectiveness and school performance. The findings of the survey show that board effectiveness has a significant positive impact on a school's academic and financial performance (Loh et al, 2021). 4 As suggested by Frink and Klimoski (1998), the starting point for a discussion of the behaviors and forces represented in their model is somewhat arbitrary.…”

“…This is relevant because board task conflicts might occur when school boards are not able to take a critical stance towards the managers (Heemskerk, 2020). Loh et al (2021) explain that principals may inform boards' decision making through their educational expertise; however, excessive influence on board decisions may interfere with board accountability and impair the board's monitoring and advising functions. We also explore which perceptions of accountability exists between the board and the principal and whether "shared accountability perceptions" have been developed and crystallized to enhance school performance through "interactivity."…”

“…Loh et al. (2021) explain that principals may inform boards’ decision making through their educational expertise; however, excessive influence on board decisions may interfere with board accountability and impair the board's monitoring and advising functions. We also explore which perceptions of accountability exists between the board and the principal and whether “shared accountability perceptions” have been developed and crystallized to enhance school performance through “interactivity.” Importantly, the role theory accountability framework highlights the notion of alignment.…”

The vice and virtue of conflict in boards: A longitudinal study into the effect of conflicts and cohesion on the task performance of supervisory school boards in the Netherlands

“…Research on the effectiveness of school boards varies in how it operationalises effectiveness. While some studies measure effectiveness primarily by examining the quality of education, others focus directly on the quality of a school board's task performance (Loh et al, 2021). A well‐functioning school board is important for an educational organisation.…”

“…Research on non‐executive board effectiveness in the field of corporate governance suggests that the effectiveness of a board is not determined by its structure and composition, but rather it is the actual behaviour of the board members as a team (Huse, 2005; Leblanc, 2004; Pye & Pettigrew, 2005; Van Ees et al, 2009). In research on education governance, it is likewise becoming increasingly apparent that the network steering that is required in school governance largely depends on the social dynamics within a school board and therefore the social dynamics in school boards are what determine the effectiveness of school boards (Ford & Ihrke, 2020; Loh et al, 2021; Theisens et al, 2016).…”