A social cognitive investigation of New South Wales independent school boards

Abstract

There is a lack of research on school Board operation and the methods that can be used to improve the effectiveness of school Boards. In order to identify and promulgate effective governance practices, there needs to be systematic investigation of school Boards. The purpose of this study was to investigate governance processes of school Boards using social cognitive theory. Specifically, the study explored the roles of self-efficacy, collective efficacy and proxy efficacy in New South Wales independent school Boards. A multiple case study design using qualitative research methods was used. An expert steering group provided advice on the categorisation of governance forms and a stratified random sample of eight independent schools was selected. Separate interview schedules were designed for each participant group, and data were collected using individual semi-structured face-to-face interviews with the Head of school, Board Chair and two Board members. Transcribed interview data were analysed using qualitative data analytic procedures recommended in the literature. The findings suggest that social cognitive constructs may play an important role in the operation of school Boards. The study showed that self-efficacy, collective efficacy and collective proxy efficacy beliefs were related to perceptions of Board performance. There was a close link between Board member self-efficacy and Board collective efficacy. As well, the results of the study suggest a close link between collective proxy efficacy and collective efficacy. Sources of self-efficacy, collective efficacy and collective proxy efficacy beliefs were different. Self-efficacy was based on mastery experience and verbal persuasion. Collective efficacy was based on individual member perceptions of team past performance, and collective proxy efficacy were related to members’ observations of the Head's leadership. The study identified the important role of shared mental models which emerge as a result of the Board working together in relation to motivation and collective efficacy of the Board. The results also emphasised the importance of the Board Chair's role as team leader in facilitating conditions of teamwork and leading the team effectively. The study highlighted the interdependence of Head and Board work and the role of proxy efficacy in contributing to the success or failure of this relationship.