Literaturnachweis - Detailanzeige
| Autor/inn/en | Loh, Chin Moi; Unda, Luisa; Gong, Zhiyun; Benati, Kelly |
|---|---|
| Titel | Board Effectiveness and School Performance: A Study of Australian Independent Schools |
| Quelle | In: School Effectiveness and School Improvement, 32 (2021) 4, S.650-673 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Loh, Chin Moi) ORCID (Unda, Luisa) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0924-3453 |
| DOI | 10.1080/09243453.2021.1939734 |
| Schlagwörter | Boards of Education; School Effectiveness; Board of Education Policy; Private Schools; Foreign Countries; Principals; Board Administrator Relationship; Administrative Organization; Decision Making; Educational Practices; Administrator Effectiveness; Diversity; Australia |
| Abstract | This study examines whether board diversity, board practices, and principal influence over board decisions impact board effectiveness across independent schools in Victoria, Australia, and to what extent board effectiveness is associated with academic and financial performance of the schools. Analyses were based on survey data from board Chairs and board members within independent schools. Results show that diversity of board composition and board practices contribute to increased board effectiveness, whereas board effectiveness is less robust in schools with stronger principal influence over board-level decision making. The results provide an indication that while some board attributes (i.e., diversity of board composition and board practices) indirectly influence school performance through their positive association with board effectiveness, excessive influence of the principal over board-level decisions may impair board effectiveness. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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