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Are We on the Same Page? Determinants of School Board Member Understanding of Group Accountability Perceptions

Author

Listed:
  • Michael Ford

    (University of Wisconsin-Oshkosh)

  • Douglas Ihrke

    (University of Wisconsin-Milwaukee)

Abstract

This article connects the accountability and small group dynamics literature by testing several hypotheses related to the link between perceived dynamics on American school boards and board member agreement on accountability perceptions. The authors conclude that board members who view their boards as productive, low-conflict, and active, are more likely to be in agreement with their fellow members’ perceptions of accountability. The results are of use to scholars seeking to understand the relationships between small group dynamics, accountability, and performance on governing boards.

Suggested Citation

  • Michael Ford & Douglas Ihrke, 2017. "Are We on the Same Page? Determinants of School Board Member Understanding of Group Accountability Perceptions," Public Organization Review, Springer, vol. 17(3), pages 451-479, September.
    • Handle: RePEc:kap:porgrv:v:17:y:2017:i:3:d:10.1007_s11115-016-0350-6
    DOI: 10.1007/s11115-016-0350-6
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    References listed on IDEAS

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    2. Eric A. Hanushek & Margaret E. Raymond, 2005. "Does school accountability lead to improved student performance?," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 24(2), pages 297-327.
    3. Svara, James H., 1990. "Official Leadership in the City: Patterns of Conflict and Cooperation," OUP Catalogue, Oxford University Press, number 9780195057621.
    4. J. Scott Long & Jeremy Freese, 2006. "Regression Models for Categorical Dependent Variables using Stata, 2nd Edition," Stata Press books, StataCorp LP, edition 2, number long2, March.
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