Schools being social organizations, the community participation leads to improved performance resulting from higher levels of motivation of the teachers and students. In affecting desired cultural changes. the administrators have to work hard in developing trust and confidence between different stakeholder categories by involving and empowering them with distributed leadership enabling them to work towards the realization of the shared vision. Research samples comprised of school councilors from 66 Victorian, 33 ACT and 71 NSW schools in Australia and a research project in England. Findings from both the quantitative and qualitative research suggest that when compared to what they experienced under the centralized, bureaucratic models, the School-based governance (SBG) has created more autonomous, flexible, better quality, effective schools, accountable not only to the systemic managers but also to school communities. In the process, SBG has led to distributed leadership, genuine partnerships and better teaching and learning environments leading to improved student learning.
Chutou Kyouiku Kenkyuu Sentaa Kiyou Vol. 8, p. 27-41