Community Participation in School Management: Relational Trust and Educational Outcomes (Routledge Research in International and Comparative Education)

Nobody denies that trust in schools is key to success in generating any educational outcomes. However, trust is often eroded, resulting in conflicts, alienation, and differentiation among school-level stakeholders. This book analyses school-based management (SBM) of education through the lens of relational trust in the context of Ghana, revealing how community participation in school management leads to educational outcomes. Conducting quantitative analysis of headteacher questionnaires from public basic schools and qualitative analysis of case study schools in the Akatsi South District of Ghana, Shibuya offers critical insights into building sustainable relationships between individual households and geographical/school communities. He argues it is critical to highlight relational trust as an analytical tool to examine relationships between actors and factors in school management. The research finds that trust in schools is a two-way mechanism, and the mutuality of expectations and obligations among stakeholders is essential if children’s learning outcomes are to improve. With its mixed-methods approach, this book will be a valuable resource for scholars in comparative education, those in educational development, and those interested in African contexts. Cover Half Title Series Title Copyright Contents List of illustrations Foreword Acknowledgment List of abbreviations 1 Why does community participation in school management matter? Background Statement of problems Research objectives Research questions Significance of the study Research context 2 Factors and actors in school management Introduction Educational outcomes and school management Attention to school management studies Factors in school management Actors and underlying theories in school management Relational trust 3 Community participation in school management in Ghana Introduction Schooling system, its historical background, and educational outcomes in Ghana Indigenous geographical communities’ participation in school management Cultural community Institutionalized school communities’ participation in school management Teachers, headteachers, and local government/educational administration 4 Research method Introduction Conceptual framework Research questions Research method Data collection Data analysis 5 Findings about how relational trust works Introduction Status quo of educational outcomes in the Akatsi South District Findings from community participation in school management Findings of the extent to which RT affects educational outcomes and factors in school management Findings from case study schools in relation to learning outcomes Findings from case study schools in relation to school enrollment Findings from case study schools coping with pupils’ discipline as a critical challenge 6 Conclusions and discussions Summary of findings Contribution to literature Implication for the system of community participation in school management Limitations Suggestions for further study Concluding note Appendices Index "Nobody denies that trust in schools is key to success in generating any educational outcomes. However, trust is often eroded, resulting in conflicts, alienation, and differentiation among school-level stakeholders. This book analyses school-based management (SBM) of education through the lens of relational trust in the context of Ghana, revealing how community participation in school management leads to educational outcomes. Conducting quantitative analysis of headteacher questionnaires from public basic schools and qualitative analysis of case study schools in the Akatsi South district of Ghana, Shibuya offers critical insights into building sustainable relationships between individual households and geographical/school communities. He argues it is critical to highlight relational trust as an analytical tool to examine relationships among actors and factors in school management. The research finds that trust in schools is a two-way mechanism and the mutuality of expectations and obligations among stakeholders is essential if children's learning outcomes are to improve. With its mixed-methods approach, this book will be a valuable resource for scholars in comparative education, educational development and those interested in African contexts"-- Provided by publisher This book analyses school-based management (SBM) of education in Ghana through the lens of relational trust, revealing how community participation in school management leads to educational outcomes. It will be a valuable resource for scholars in comparative education, educational development and those interested in African contexts.