Models of self‐governance in schools: Australia and the United Kingdom

Abstract

The final decade of the twentieth century saw a major shift to self‐governance for schools in many countries, including the UK and Australia. This trend is underpinned by the assumption that greater autonomy will lead to improved educational outcomes. The impact of self‐management on principals and schools is now well documented but much less attention has been given to the implications for governance, a significant omission as the process of decentralisation transfers responsibilities to governing bodies rather than school principals. Reviews the main issues of governance and illustrates them from the research in England and Wales and in Australia. It joins the debate about the appropriate balance between governance and management for governing bodies and examines the lay/professional interface in school governance. It assesses governors’ role as representatives of school interest groups and concludes by setting out a research agenda for governance in self‐managing schools.

Citation

Bush, T. and Gamage, D. (2001), "Models of self‐governance in schools: Australia and the United Kingdom", International Journal of Educational Management, Vol. 15 No. 1, pp. 39-44. https://doi.org/10.1108/09513540110380604