Strong decision-making is essential in secondary school settings since it has a major effect on students' futures. The decisions taken throughout this time can have impacts on their personal, academic, and career paths (Gati and Kulcsar, 2021). Teachers are influential in shaping educational guidelines and practises since they have a unique perspective on governance due to their daily interactions with students and direct participation in the enactment of policies (Addy, 2023).
Accordingly, instructors' insights are invaluable when formulating regulations and procedures that have direct effects on students. By involving teachers in the process of decision-making, policymakers can gain a more exhaustive understanding of the system's flaws and potential. This can increase the efficacy and long-term viability of child-centred governance strategies that promote educational excellence. For the development of a functional and inclusive system, it is necessary to recognise and value teachers' perspectives (Addy, 2023).
Author: Ouafa Morabit
Project lead: Dr. Abdulla Sodiq; see Round 2’s introductory article
By embracing a strong educational perspective in governance through teachers' viewpoints, secondary schools may guarantee that assets are being employed wisely and effectively to enhance the success of students. This strategy favours transparency and responsibility while improving interaction and involvement among stakeholders (Fortner et al., 2021). Eventually, it contributes to the shaping of a stronger and more efficient schooling structure. On the one hand, these methods facilitate the alignment of resources with educational goals and student achievement (Bingham et al., 2023). Various stakeholders can determine the most effective use of available resources by establishing trust and collaborating on decisions. In addition to enhancing dialogue and participation, this ensures that all stakeholders, including teachers, have their voices heard, thus creating a welcoming and productive school environment that also improves academic outcomes, as educators are more driven and inspired to nurture student teaching and learning (Hargreaves, 2019).
On the other hand, being involved in the governance of their schools may mean enhanced Continuous Professional Development (CPD) for educators. CPD via a governance role for a teacher may significantly contribute to the efficient use of the school's educational resources. Educators can remain current with the most recent educational strategies and decision-making issues. This allows them to maximise the resources on hand and alter their instructional strategies to suit the requirements of both the learners and the school's strategy. CPD also promotes a culture of perpetual growth among instructors, which can have a beneficial effect on the performance of students. By investing in governance related CPD for teachers, schools may guarantee that the financial assets are in use efficiently and closely aligned with pedagogy and children's learning needs (Campbell, 2023).
The Rand Corporation (2014) concluded in its report titled "Teachers Matter: Understanding Teachers' Impact on Student Achievement" that, among school-related variables, teachers are the most significant. Reports indicate that the impact of instructors is two to three times that of all other facets of education, including curriculum, resources, and even leadership (Caliba, 2022). Sanders and Rivers (1996) showed that teacher effects are both cumulative and residual.
A critical duty of school governors is to ensure that targets for school development have been set collectively and discussed. Furthermore, the outlook and conduct of school leaders will also influence the mindset and conduct of teachers, such as the extent to which teachers get involved in the decision-making process and their willingness to commit and engage in the set goals as a meaningful strategy for school improvement (Park et al., 2013). Involving teachers in school governance will foster ethical values rather than business-oriented managerial and strategic concerns (Campbell, 1997) and thereby help address issues related to diversity, equality, equity, and inclusion (Gill et al., 2018), as well as tackle the influence of artificial intelligence (AI) on the behaviour of youngsters (Schiff, 2022).
References:
- Addy, T.M., Dube, D., Mitchell, K.A. and SoRelle, M., 2023. What inclusive instructors do: Principles and practices for excellence in college teaching. Taylor & Francis.
- Alam, A., 2022. Investigating sustainable education and positive psychology interventions in schools towards achievement of sustainable happiness and wellbeing for 21st century pedagogy and curriculum. ECS Transactions, 107(1), p.19481.
- Bingham, R.P., Bureau, D. and Duncan, A.G. eds., 2023. Leading assessment for student success: Ten tenets that change culture and practice in student affairs. Taylor & Francis.
- Caliba, I., 2022. Self-Efficacy, Working Conditions, School-Based Management Practices and Performance of Teachers. Psychology and Education: A Multidisciplinary Journal, 1(2), pp.107-125.
- Campbell, C., 2023. Policy Turns in Teacher Education: The Case of Ontario, Canada, During the Twenty-First Century. In Teacher Education as an Ongoing Professional Trajectory: Implications for Policy and Practice (pp. 25-45). Cham: Springer International Publishing.
- Fortner, K.M., Lalas, J. and Strikwerda, H., 2021. Embracing Asset-Based School Leadership Dispositions in Advancing True Equity and Academic Achievement for Students Living in Poverty. Journal of Leadership, Equity, and Research, 7(1), p.n1.
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- Gill, G.K., McNally, M.J. and Berman, V., 2018, September. Effective diversity, equity, and inclusion practices. In Healthcare management forum (Vol. 31, No. 5, pp. 196-199). Sage CA: Los Angeles, CA: SAGE Publications.
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- National Academies of Sciences, Engineering, and Medicine, 2019. The promise of adolescence: Realizing opportunity for all youth.
- Sanders, W.L. and Rivers, J.C., 1996. Cumulative and residual effects of teachers on future student academic achievement.
- Schiff, D., 2022. Education for AI, not AI for education: The role of education and ethics in national AI policy strategies. International Journal of Artificial Intelligence in Education, 32(3), pp.527-563.
- Walkington, C. and Bernacki, M.L., 2020. Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions. Journal of research on technology in education, 52(3), pp.235-252.