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School-Parents Relationship in the Era of School-Based Management: Harmony or Conflict?

School-Parents Relationship in the Era of School-Based Management: Harmony or Conflict? Parents’ expectations and demands of schools have traditionally exposed school-level educators to a major difficulty of maintaining a proper balance between parental involvement and intervention with schools. The following study explores how the increase in schools’ authority following the introduction of School-Based Management (SBM) in schools and involvement with the community schools’ ideology provoke parents’ militant behaviors against schools. Questionnaires were administered in the Israeli educational system to 991 parents affiliated with three different groups of elementary schools: 20 SBM schools, 21 community schools and 19 SBM-community schools. Findings show that parents express the highest degree of militancy in terms of their willingness to use sanctions against schools in SBM-community schools. This finding remains stable even when parents’ trust and satisfaction with schools are statistically controlled. Taking into consideration the close relations maintained between parents and community schools and schools’ extended formal authority following the introduction of SBM, this finding indicates that the SBM-community school combination provokes parents’ militancy when they realize that schools capable of meeting their demands are reluctant to do so. It is concluded, therefore, that while SBM intends to empower schools by extending their authority and autonomy, it may lead to the opposite result in different organizational settings. This study was sponsored by the Silbert Fund. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Leadership & Policy in Schools Taylor & Francis

School-Parents Relationship in the Era of School-Based Management: Harmony or Conflict?

Nir, Adam E.; Ben Ami, Tzili
Leadership & Policy in Schools , Volume 4 (1): 18 – Jan 1, 2005
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References (72)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1744-5043
eISSN
1570-0763
DOI
10.1080/15700760590924627
Publisher site
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Abstract

Parents’ expectations and demands of schools have traditionally exposed school-level educators to a major difficulty of maintaining a proper balance between parental involvement and intervention with schools. The following study explores how the increase in schools’ authority following the introduction of School-Based Management (SBM) in schools and involvement with the community schools’ ideology provoke parents’ militant behaviors against schools. Questionnaires were administered in the Israeli educational system to 991 parents affiliated with three different groups of elementary schools: 20 SBM schools, 21 community schools and 19 SBM-community schools. Findings show that parents express the highest degree of militancy in terms of their willingness to use sanctions against schools in SBM-community schools. This finding remains stable even when parents’ trust and satisfaction with schools are statistically controlled. Taking into consideration the close relations maintained between parents and community schools and schools’ extended formal authority following the introduction of SBM, this finding indicates that the SBM-community school combination provokes parents’ militancy when they realize that schools capable of meeting their demands are reluctant to do so. It is concluded, therefore, that while SBM intends to empower schools by extending their authority and autonomy, it may lead to the opposite result in different organizational settings. This study was sponsored by the Silbert Fund.

Journal

Leadership & Policy in Schools – Taylor & Francis

Published: Jan 1, 2005

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