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dc.contributor.authorPiggot-Irvine, Eileen
dc.date.accessioned2010-10-06T22:34:48Z
dc.date.available2010-10-06T22:34:48Z
dc.date.issued2008-01-01
dc.identifier.urihttps://hdl.handle.net/10652/1469
dc.description.abstractThe rhetoric abounds concerning the types of effective, high trust, interactions that should exist for a school governing body. In practise, however, such interactions are often difficult to define, establish, maintain, and sustain. The study reported on in this paper attempted to identify interactions linked to perceptions of high trust via a ‘success case study’ examination of characteristics of productive and defensive strategies utilised by three New Zealand (NZ) primary level school governing bodies (Boards of Trustees) that had been identified as being effective. All three schools exhibited strong productive interactions where open, evidence based, discussions predominated in a dialogue (informed debate) context. The case studies provide a set of indicators that illustrate the detailed strategies that can be employed that lead to effectiveness and high trust. The initial section of the paper backgrounds the governance context in NZ schools where locally elected Boards of Trustees (hereafter described at Boards) hold high levels of responsibility and autonomy for strategic and policy decisions. Following this, the link between effectiveness of Boards and productive interactions is established. The theoretical underpinnings of defensive and productive approaches are explored prior to a description of the success case methodology employed to examine the interactions of effective Boards. The results of the three case studies are presented and overall conclusions drawn. The final part of the paper explores an approach to adopting the type of productive values and strategies that the case studies highlight.en_NZ
dc.language.isoenen_NZ
dc.publisherInternational Electronic Journal for Leadership Learningen_NZ
dc.relation.urihttp://www.ucalgary.ca/iejll/piggot_irvineen_NZ
dc.subjectNew Zealand primary schoolsen_NZ
dc.subjectsuccess case studiesen_NZ
dc.subjectschool governanceen_NZ
dc.titleProductive school governance: Success case studies from New Zealanden_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderInternational Electronic Journal for Leadership Learningen_NZ
dc.subject.marsden1300304 Educational Administration, Management and Leadershipen_NZ
dc.identifier.bibliographicCitationPiggot-Irvine, E. (2008). Productive school governance: Success case studies from New Zealand. International Electronic Journal for Leadership Learning, 12(28).en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.volume12(28)en_NZ
unitec.publication.titleInternational Electronic Journal for Leadership Learningen_NZ
unitec.peerreviewedyesen_NZ


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