This thesis examines the roles of governors within the contexts of the national framework for governance and the effect they have on schools. The field of research into the effects of school governors is an infant one. Little direct observation of governance has taken place and there is no true experimental research. In the absence of such work, the project developed a definition of effective governance through consideration of the descriptions of and prescriptions for governor activity. It used the definition to develop two research instruments. The first of these, a national questionnaire, produced some specific examples of a range of activities for governors and lead to the development of a second instrument. This, a schedule for semi- structured interviews, was applied to six case study schools. In these studies, governors and headteachers were interviewed conceming the characteristics of their goveming bodies and the outcomes for the schools were set against these characteristics. What emerges from these comparisons are some clear associations between effective outcomes and certain governor activities. These include training, monitoring, clear support for the school, the degree of trust gained with the staff, detailed knowledge of the school, and participation in school development planning. Overall, the conclusions point to connections between the manner in which governors conduct themselves and their business and the successes of the school that they govern.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:313274 |
| Date | January 2000 |
| Creators | Dingle, Robert John |
| Publisher | University of Newcastle Upon Tyne |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://hdl.handle.net/10443/674 |
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