Successful leadership of governance in independent schools

Abstract

Chair/Principal relationships are important for successful governance and yet minimal empirical research has shown how these relationships work in practice and the implications for effective school governance. This research investigates how Chairs and Principals navigate governance relationships in NSW Independent schools. Each school has distinct constitutional and governance arrangements affecting the dynamics of Effective Board Chair/Principal relationships in varied Independent school contexts. Findings have shown that cohesive Chair/Principal relationships through what we have named ‘educative governance’, enable clarity of values, and shared strategic enactment of vision and mission that stretches into community engagement, is reflected in student outcomes as seen through the perspectives of participants, and contributes to the success of the school. This happens in the intersubjective spaces between people and is evident in the practices of Chair/Principal relationships when there is a gesture towards relational trust through diligence, empathy, and co-construction that transcends role division. It must be acknowledged that the contractual fabric of the Principal role and the volunteer nature of the Chair role creates vulnerability that impacts their relationship. Respect bridges tension and builds solidarity of purpose as they learn how to do educative governance together.

The opportunity for The Association of Independent Schools of NSW (AISNSW) to support governance beyond compliance and to build relational and educative solidarity is dependent upon the clarity of purpose Chairs and Principals have in the context of their own school governance. A specific professional learning focus on communicative practices, generative modes of governance and constitutional and legislative arrangements will support Chair/Principal relationships and enable educative governance to occur in the diverse Independent sector.