Lay governance of New Zealand's schools: An educational, democratic or managerialist activity?

Abstract

Purpose

This study investigated the conceptions of governance that informed the practices of school trustees, and considered the extent to which those conceptions matched the policy imperatives that shaped New Zealand's school governance framework.

Design/methodology/approach

Semi‐structured interviews were undertaken with 32 participants in the governance of New Zealand primary schools. The interviews were structured around four scenarios that described the work of a hypothetical Board. For each scenario, the participants were asked to rate how well the Board did its job and then asked to explain their ratings.

Findings

Conceptions of good governance were dominated by concerns about the quality of relationships and the effectiveness and efficiency of task completion. There was little evidence that educational or democratic values shaped governance activity.

Research limitations/implications

These findings were derived from a small sample of 32 participants, drawn from a disadvantaged, multi‐cultural community. While their generalizability to all New Zealand primary school should not be assumed, the similarity of these themes to those reported in prior New Zealand surveys suggests that this sample may not be atypical.

Originality/value

The originality of this study is that it presents a methodology for discovering the extent to which key policy ideas are reflected in the understanding of those who are intended to carry them out.

Citation

Robinson, V. and Ward, L. (2005), "Lay governance of New Zealand's schools: An educational, democratic or managerialist activity?", Journal of Educational Administration, Vol. 43 No. 2, pp. 170-186. https://doi.org/10.1108/09578230510586579