Understanding School Boards and Their Use of Different Models of Governance
Keywords:Governance Models, School Boards
AbstractIn this article, the authors apply Mel Gill’s (2002) description of governance model types to a national sample of school board members in the United States. The authors find that the majority of school board members take a policy-driven approach to board governance, while a substantial percentage take a traditional approach that delegates clear authority to the organization executive. Multinomial-logistic regression analysis and a series of analysis of variance tests are used to identify the structural and group dynamic differences between difference governance model types. The authors find that governance models have an impact on the group dynamics of organizations and that board approaches to governance differ substantially by area, concluding that future studies of governance models should consider the differences in governance strategies across functional areas.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional, contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see, The Effect of Open Access).