James, Chris, Brammer, Stephen, Connolly, Michael, Fertig, Mike, James, Jane and Jones, Jeff (2011) School governing bodies in England under pressure : the effects of socio-economic context and school performance. Educational Management Administration & Leadership, Vol.39 (No.4). 414 - 433. doi:10.1177/1741143211404258

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Abstract

This article reports research into the nature and functioning of school governing bodies in different socio-economic and performance contexts. The research analysed 5000 responses from a national questionnaire-based survey and undertook 30 case studies of school governing. The research confirmed that school governing in England is a complex and onerous responsibility that places governing bodies under considerable pressure. The socio-economic and performance contexts can be particularly demanding additional pressures. Governing bodies interact with those contexts in a complex way which we explain using the notions of governance capital and governance agency. Governance capital is the network of individuals and their capabilities, relationships and motivations that are available for the governing of a school. It is likely to be greater for schools that: are well regarded; are in high socio-economic status settings; and have high levels of pupil attainment. These effects may add and mutually reinforce creating an ‘amplifier effect’, which may significantly impact on the governing of a school. Governance agency is the capacity of those involved in the governing of a school to act. It is significant; can ameliorate the effects of low governance capital; and complicates the relationship between governing, performance and socio-economic context.

Item Type:	Journal Article
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education
Divisions:	Faculty of Social Sciences > Warwick Business School
Library of Congress Subject Headings (LCSH):	School management and organization -- England, School boards -- England, Education -- Economic aspects -- England, Education -- Social aspects -- England, Academic achievement -- England
Journal or Publication Title:	Educational Management Administration & Leadership
Publisher:	Sage Publications Ltd.
ISSN:	1741-1432
Official Date:	July 2011
Dates:	Date Event July 2011 Published
Date of first compliant deposit:	17 December 2015
Volume:	Vol.39
Number:	No.4
Page Range:	414 - 433
DOI:	10.1177/1741143211404258
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Restricted or Subscription Access
Funder:	CfBT Education Trust

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