School governance, culture, and student achievement

Abstract

This paper examines the influence of different social contexts of schooling on the effectiveness of schools, and is based on the premise that higher organizational levels influence all that takes place in the levels below them. This research depicts the core levels of school governance, school community, classroom culture, and their impact on student learning, and specifically studies the influence of the administrative and governance structures of public and private schools on the underlying level of the community of these schools. In turn, it is expected that the school community influences the educational culture of the primary learning process of pupils in classrooms. The results of multilevel analyses show that the differences in the maths achievement of pupils can be explained, in part, by these social contexts of learning. Furthermore, the findings show that coherence between school governors, school leaders, teachers and the school community (parents) produces a sense of community that, in turn, shapes conditions in schools that have a positive effect on pupil achievement. Differential effects of schooling in public and private education are mediated by the school governance characteristics of these schools, especially the differences in influences of the school community (parents) on the policy of the school board.

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