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.
Author(s): Kazuro Shibuya
Series: Routledge Research in International and Comparative Education
Publisher: Routledge
Year: 2022
Language: English
Pages: 173
City: London
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
