The civic mission of schools and students’ participation in school governance

Abstract

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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“…Some may adopt more dominant roles, whereas others may be relegated to subservient positions within the social space (Feldman, 2000; Cahill and Dadvand, 2018). Also, Yuen et al (2019) argue that societies need to prepare youth for their citizenship responsibilities. Yet, the authors argue that schools play a key role while saying at the same time that the channels for participation appear to be top-down and with adults monitoring them, arguing that the youth are not mature enough to participate in decision making.…”