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首页> 外文会议>International Technology,Education and Development Conference >(1436)LEADERSHIP ACCOUNTABILITY IN SCHOOL GOVERNANCE: THE POLICY AND THE PRACTICE IN TWO GHANAIAN RURAL SCHOOL COMMUNITIES
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(1436)LEADERSHIP ACCOUNTABILITY IN SCHOOL GOVERNANCE: THE POLICY AND THE PRACTICE IN TWO GHANAIAN RURAL SCHOOL COMMUNITIES

机译：（1436）学校治理领导和问责制：两个加纳农村社区的政策和实践

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摘要

Two key policy expectations of decentralisation of education management are the assumptions of strong leadership at the school level and accountability of schools to communities in which they are located. In researching two school communities in Ghana, the study examined how accountability and leadership enhance or limit school governance. Comparing and contrasting examples of two schools and their communities, the findings suggest that where accountability principles are upheld and enforced, this is reflected not only in teachers’ professional approaches to work, but it also has the potential of enhancing school governance resulting in the fulfilment of mutual expectations of both school and community. Evidence also suggests that school management’s leadership style largely shapes the relationship between the community and school and that where school leadership is weak, or feels undermined, its inability to exercise authority leads to the breakdown of accountability. These findings highlight the need to train headteachers in school leadership and make the argument for leadership even more compelling, considering the inadequacy of resources available in rural contexts. In effect, greater attention to accountability and leadership development could make a difference to public school governance. The study concludes that the ability of school and community to engage to improve governance in schools depend on how far leadership at these levels perceive their mutual interdependency to be a truly symbiotic relationship.
机译：权力下放教育管理的两个主要政策预期是强大领导对他们所在社区的学校水平和学校问责制的假设。在研究加纳的两所学校社区，研究审查了问责制和领导能力如何加强或限制学校治理。比较和对比的两所学校及其社区的例子，调查结果表明，在维持和执行责任原则的情况下，这不仅反映在教师的专业方法中，而且还有潜力加强学校治理，从而导致履行造成的履行学校与社区的共同期望。有证据表明，学校管理层的领导风格在很大程度上塑造了社区和学校之间的关系，并且学校领导力疲软的地方，或者感受到破坏，无法行使权力导致问责制的细目。这些调查结果突出了培训学校领导力的校长的需要，并使领导力的争论更加引人注目，考虑到农村环境中资源不足。实际上，对问责制和领导力的关注可能对公立学校治理有所不同。该研究的结论是，学校和社区在学校改善治理的能力取决于这些水平的领导程度如何感受到其相互相互依赖的成为真正的共生关系。

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