Do the Managerial Characteristics of Schools Influence Their Performance?

Autor/inn/en	Agasisti, Tommaso; Bonomi, Francesca; Sibiano, Piergiacomo
Titel	Do the Managerial Characteristics of Schools Influence Their Performance?
Quelle	In: International Journal of Educational Management, 26 (2012) 6, S.593-609 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/09513541211251415
Schlagwörter	Academic Achievement; Institutional Evaluation; Foreign Countries; Educational Research; Administrator Characteristics; Institutional Characteristics; Administrator Role; Government Role; Governance; Performance Factors; Performance Based Assessment; National Surveys; Secondary Schools; Best Practices; School Effectiveness; Institutional Autonomy; School Based Management; Educational Administration; Questionnaires; Action Research; Influences; High Achievement; Effective Schools Research; Italy + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Bildungsforschung; Pädagogische Forschung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Leistungsindikator; Leistungsermittlung; Sekundarschule; Schuleffizienz; Institutionelle Autonomie; Bildungsverwaltung; Schuladministration; Schulverwaltung; Fragebogen; Projektforschung; Influence; Einfluss; Einflussfaktor; Schulforschung; Italien
Abstract	Purpose: The purpose of this paper is to investigate the role of governance and managerial characteristics of schools. More specifically, the aim is to individuate the factors that are associated to higher schools' performances, as measured through student achievement. Design/methodology/approach: The research is conducted by means of a survey in the private junior-secondary schools in one Italian region (Lombardy). Findings: The results show that some features characterize the group of "high-performing" schools: the presence of structured tests to measure student' achievement; specific services for disabled and foreign students; a high level of principal's autonomy in strategic decision making; the use of assessment for defining strategies; and a high collaborative attitude among teachers. Research limitations/implications: The present paper focused only on the private sector, because non-public schools benefit from a substantial autonomy in their organizational and managerial profile. Some of the indicators collected in this study could be included in the Italian standardized tests' protocol, by creating an "ad hoc" school's questionnaire. Originality/value: This paper answers to the call by educational research, applied economic research and present institutional assessment activities for a renewed desire to build reliable indicators about schools' performance in Italy. In this paper an analytical framework is developed to collect relevant information about schools' characteristics. (Contains 10 tables, 1 figure and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10