Community participation in school management from the viewpoint of relational trust: A case from the Akatsi South District,Ghana |
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| Institution: | 1. Banco de la República, Bogotá, Colombia;2. Banco de la República, Cartagena, Colombia;3. Departamento Nacional de Planeación, Colombia;4. Ministerio de Educación Nacional, Colombia;1. Tel Aviv University, Israel;2. Department of Education, University of Oxford, UK;1. Department of Sociology, University of Toronto, United States;2. Department of Sociology, University of California, Santa Cruz, United States;1. Assessment and School Evaluation Division, Emirates College for Advanced Education (ECAE), PO Box 126662, Abu Dhabi, United Arab Emirates;2. Independent Educational Consultant and Researcher, Larnaca, Republic of Cyprus;3. Werklund School of Education, University of Calgary, Alberta, Canada |
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| 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. |
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| Keywords: | Relational trust Community participation School management Community development |
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