Reviewing the self-assessment of governing body performance in colleges and schools in England

Hill, Ron; James, Ian

doi:10.1177/1741143214564679

Cited by 3 publications

(4 citation statements)

References 11 publications

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“…In the absence of interviews with governors it is not possible to identify what effect this is having on governing bodies, but it is argued that this is worthy of further study – particularly in terms of governor abilities to self-assess. Realistic governor self-assessment is very difficult to achieve, as a recent project carried out by Hill and James (2014) reflected . It is therefore reasonable to assume that to a certain extent governors look to inspection reports and head teachers for confirmation of validity in their role.…”

Section: Resultsmentioning

confidence: 99%

“…This combined combined with the normative approaches of head teachers and inspectors, leads to a fundamental undermining of the effectiveness of an education policy which has put 300,000 people in charge of schools many of whom are apparently from the 'wrong sort of background.' It also creates issues in terms of diversity, as reflected by a recent study by The University of Bath (James, 2014).…”

Section: Some Of Our Governors Are Local Yes But Others Don't Reallymentioning

confidence: 99%

“…In both literature on school governance (Deem et al, 1995;James et al, 2011) and literature that looks at governing across the not-for-profit sector, (Cornforth, 2004;Cornforth & Edwards, 1999), one of the primary sources of reference us the CEO (in corporate terms) or the head teacher in educational contexts. Reports and surveys into the area of school governance still show that in spite of all external data now available to schools from organisations such as The National Governor Association or The Key for School Governors (https://schoolgovernors.thekeysupport.com/),there is still ample evidence to suggest that head teachers (and their senior teams) exert considerable influence on both governor decisions and the ways in which governors perceive their role and function (Balarin, Brammer, James, & McCormack, 2008;Baxter & Wise, 2013;Hill & James, 2014;James et al, 2013) .Drawing on this evidence this study investigates head teacher discourses on accountability, viewing these as strong influences upon governors, and concomitantly on governing bodies. The results of this study have since been carried forward to be used in order to carry out further investigation into governor identities and roles (and the primary influences upon these roles) in areas of high socio economic deprivation (Baxter, forthcoming ).…”

Section: Headteacher Discoursesmentioning

confidence: 99%

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School governor regulation in England’s changing education landscape

Baxter¹

2016

Educational Management Administration & Leadership

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The changing education landscape in England combined with a more rigorous form of governor regulation in the form of the Ofsted 2012 Inspection Framework are placing more demands than ever before on the 300000 volunteer school governors in England. School governors who, in many cases, are directly accountable to the Secretary of State for Education. Using a form of Goffman's frame analysis and drawing on theory that indicates that head teachers and inspection reports are highly influential to the ways in which governors make sense of their environment and accountability, this paper traces the development of a system which is highly specific to England, in order to evaluate to what extent present governor regulatory accountabilities can be seen as conflicting or in harmony with head teacher and inspector understandings of the role. The paper concludes that there is considerable evidence that the current regulatory framework combined with conflicting and often contradictory head teacher and inspector understandings of governance is giving rise to what Koppell terms 'Multiple Accountabilities Disorder' and that this is creating tensions in the system of education governance and regulation in England.

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Section: Resultsmentioning

confidence: 99%

Section: Some Of Our Governors Are Local Yes But Others Don't Reallymentioning

confidence: 99%

Section: Headteacher Discoursesmentioning

confidence: 99%

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School governor regulation in England’s changing education landscape

Baxter¹

2016

Educational Management Administration & Leadership

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“…To clarify the statement, many studies have found and concluded that principals are key people who play an important role in school progress [8], [10]. Headmasters become the benchmarks of school success and failure.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Principal Personality Competency as a Change Agent on School Achievement in Remote Area One Roof School

Juharyanto¹

2017

Proceedings of the 2nd International Conference on Educational Management and Administration (CoEMA 2017)

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This study aims to describe the implementation of the competence of the principal's personality as an agent of change in the school achievement. This research was conducted by using the qualitative approach of the phenomenological type with multi case design. Data collection techniques are conducted through observation, documentation and in-depth interviews. Data were analyzed by: (1) data reduction, (2) data presentation, and (3), conclusion drawing. The resulting findings are among others: (a) expertly communicates vision, mission, and program indicators; (b) able to internalize the values of spiritual integrity and leadership; (c) have a strong desire to develop his knowledge; (d) be opened to all inputs of ideas and aspirations; (e) capable of effective coordination with related parties; and (f) skillfully delegate his leadership duties. Other findings identified were the principal as a risk taker plays a major role for school change and all the elements involved with school/madrasah by applying awareness-based leadership patterns, expectations, and concerns.

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Analysis of the Problematic Nature of Appointment of Public Senior High School (SHS) Head Teachers and the Governance of Schools in Ghana

Cobbinah

2020

International Journal of Teacher Education and Professional Development

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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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Reviewing the self-assessment of governing body performance in colleges and schools in England

Cited by 3 publications

References 11 publications

School governor regulation in England’s changing education landscape

School governor regulation in England’s changing education landscape

Implementation of Principal Personality Competency as a Change Agent on School Achievement in Remote Area One Roof School

Analysis of the Problematic Nature of Appointment of Public Senior High School (SHS) Head Teachers and the Governance of Schools in Ghana

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