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Community participation in school management from the viewpoint of relational trust: A case from the Akatsi South District, Ghana

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  • Shibuya, Kazuro

Abstract

There remain research gaps concerning how community participation in school management leads to educational outcomes. This paper explores the following research question: how do managerial and pedagogical factors in school management affect educational outcomes from the viewpoint of relational trust? The qualitative case study in Ghana revealed that low community participation, provoked by conflicts over a chieftaincy issue, affected learning outcomes owing to a lack of relational trust among actors and factors in school management. This points to the significance of community development, which plays a foundational role in community participation in school management.

Suggested Citation

  • Shibuya, Kazuro, 2020. "Community participation in school management from the viewpoint of relational trust: A case from the Akatsi South District, Ghana," International Journal of Educational Development, Elsevier, vol. 76(C).
    • Handle: RePEc:eee:injoed:v:76:y:2020:i:c:s0738059318308654
    DOI: 10.1016/j.ijedudev.2020.102196
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    References listed on IDEAS

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    1. Barbara Bruns & Deon Filmer & Harry Anthony Patrinos, 2011. "Making Schools Work : New Evidence on Accountability Reforms," World Bank Publications - Books, The World Bank Group, number 2270, December.
    2. Felipe Barrera-Osorio & Tazeen Fasih & Harry Anthony Patrinos & Lucrecia Santibáñez, 2009. "Decentralized Decision-making in Schools : The Theory and Evidence on School-based Management," World Bank Publications - Books, The World Bank Group, number 2632, December.
    3. Edwards, D. Brent, 2019. "Shifting the perspective on community-based management of education: From systems theory to social capital and community empowerment," International Journal of Educational Development, Elsevier, vol. 64(C), pages 17-26.
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    Cited by:

    1. Hossain, Mobarak, 2021. "Does greater community involvement mean more parent-teacher interaction? Evidence from seven developing countries," International Journal of Educational Development, Elsevier, vol. 83(C).

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