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Commonwealth of Australia COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING This material has been reproduced and communicated to you by or on behalf of the Anglican Education Commission (Anglican EdComm) pursuant to Part VB of the Copyright Act 1968 (the Act). The material in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice. Author: Gareth David Leechman Title of Thesis: School Governance, School Leadership and School Effectiveness Thesis Details: Macquarie University: Sydney, Australia (2017) CAL LICENSED COPY. UNAUTHORISED COPYING PROHIBITED. School Governance, School Leadership and School Effectiveness Gareth David Leechman Bachelor of Arts and Diploma of Education (Macquarie University) Master of Education (Macquarie University) Master of Arts (Macquarie University) Macquarie University 2017 Department of Educational Studies Faculty of Human Sciences Statement of Originality _______________________________________ This work has not previously been submitted for a degree or diploma in any university. To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself. Ethics committee approval has been obtained for this research (protocol numbers 5201400547 and 5201600275). Signed Gareth David Leechman 2 November 2017 i Abstract _______________________________________ Good school governance by way of school boards and school councils has long been recognised in the Australian Independent school sector and elsewhere as being a key factor in contributing to the development of high performing schools. This practice has now moved into government schools where current policies, in Victoria and Western Australia, devolve school management in some instances to locally created school boards and councils. This devolution of management responsibility away from centralised control in education has also occurred internationally. The use of school councils in government schools in England for instance, is well established and the growth of charter schools in the United States of America, over the past twenty years, has witnessed the increased need for locally created school boards and councils. The expansion of school councils emerged from the neo-liberal ideas of school choice and the belief that local school governance leads to greater autonomy, effectiveness and financially efficient schools which meet the needs of their local community albeit most often within regulatory frameworks for curriculum, assessment and teacher standards. Whilst research in the area of governance in general is quite significant, little research has been undertaken internationally, and in Australia, on the processes that lead to good school governance. In particular little research exists which relates to the relationships that exist between the chair of school council, school principal, members of school council and the school executive. This reflexive study used a mixed methods approach to analyse the processes of good school governance within 18 schools of the Anglican Schools Corporation in NSW Australia, which together represent a wide cross-section of school types and contexts. Its intention was to investigate and, if possible, create a good practice school governance framework. The study commenced with the development of a conceptual framework derived from the available corporate, organisational and educational literature. The next phase of research was qualitative in nature and involved one-to-one interviews with six chairs of council and nine school principals, further developing the framework. The final phase used quantitative research methodology to survey chairs of school council, school principals, members of school council and school executive teams about their opinions of the emerging framework. The good school governance framework generated by the study contributes to further research and theory development in the field of educational leadership, education policy, and school practice. ii Acknowledgments _______________________________________ I would like to thank the principals, chairs of school council, members of school council and school executive staff from within the Anglican Schools Corporation who willingly volunteered to be involved in the research. Without their involvement I would not have been able to complete this study. I would also like to thank my supervisors, Dr Norman McCulla and Dr Laurie Field, for their support through the entirety of this study. They were always willing to offer advice, encouragement and support when needed and were actively engaged in discussion about a topic I am passionate about. Their patience in responding to numerous emails, meetings and re-reading my work was greatly appreciated. I would also like to thank Akito Hirato and John McFarlane for their willingness to read my work and provide feedback as necessary. I would also like to thank Sarah Robinson and Roxanne Arnold for their technical support which made the job of putting the thesis together a great deal easier. Finally I would like to thank my family for their support, without them this would not have been possible. To Mum (who passed away in 2016) and Dad, you have always believed in me and this study is in part a response to that belief, thank you. To my children, who patiently put up with Dad going on another trip to the university, thank you for your support, may this inspire you to follow your dreams! To my wife Janet, thank you. You have shouldered a great deal over the past five years, without your active support I would not have completed this study. Your support was crucial, I owe you a great deal. iii Table of Contents _______________________________________ Declaration ....................................................................................................................................................... i Abstract ........................................................................................................................................................... ii Acknowledgments .......................................................................................................................................... iii Table of Contents ........................................................................................................................................... iv List of Tables .................................................................................................................................................. xi List of Diagrams ........................................................................................................................................... xiii Chapter 1 Introduction ................................................................................................................................ 1 1.1 Personal reflection on school governance ................................................................................................. 1 My first appointment as school principal .................................................................................................. 2 What governance lessons were learnt from my first appointment as principal? ....................................... 2 My second appointment as a principal ...................................................................................................... 4 Summary ................................................................................................................................................... 6 The Study .................................................................................................................................................. 6 Chapter 2 Literature Review ...................................................................................................................... 8 2.1 Introduction – Phase 1 of the study ........................................................................................................... 8 2.2 Corporate governance ............................................................................................................................... 8 2.2.1 – Vision ............................................................................................................................................ 8 2.2.2 – Strategy ......................................................................................................................................... 9 2.2.3 – Accountability ............................................................................................................................... 9 2.2.4 – Trust .............................................................................................................................................. 9 2.2.5 – Capacity of the chair ................................................................................................................... 10 2.2.6 – Chair and CEO relationship ........................................................................................................ 10 2.2.7 – CEO Appointment ....................................................................................................................... 10 2.2.8 – Board recruitment and induction ................................................................................................. 11 2.2.9 – Right relationships,
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