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Does implementing problem-solving projects affect decisional style? Developing governance capabilities in school management committees

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  • Vijaya Sherry Chand
  • Ketan Satish Deshmukh

Abstract

Faith in the power of local decision-making underpins decentralised democratic governance, but the evidence for its effectiveness is mixed. It is in this context that school management committees (SMCs) were established in 2009–10 in India. Training these SMCs received has been criticised for focusing only a set of high expectations built around an idealised set of roles and responsibilities, and not on the members’ decision-making capabilities. We describe how problem-solving projects can be employed to develop such capabilities, through a field experiment in 50 SMCs, with another 50 serving as controls, that studied decisional styles of 603 SMC members. The analysis was based on a confirmatory factor analysis of a two-factor (vigilant and maladaptive styles) model, with the variation among SMCs controlled through a two-level model and path analysis. There was a significant positive effect on the vigilant decision-making style of those who participated in the programme (β = 0.195, p

Suggested Citation

  • Vijaya Sherry Chand & Ketan Satish Deshmukh, 2019. "Does implementing problem-solving projects affect decisional style? Developing governance capabilities in school management committees," Journal of Development Effectiveness, Taylor & Francis Journals, vol. 11(1), pages 1-14, January.
    • Handle: RePEc:taf:jdevef:v:11:y:2019:i:1:p:1-14
    DOI: 10.1080/19439342.2018.1551920
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    Cited by:

    1. Panchali Guha, 2023. "School committee composition: Exploring the role of parental and female representation in India," Development Policy Review, Overseas Development Institute, vol. 41(3), May.
    2. Panchali Guha, 2022. "The effects of school‐based management on Indian government schools," Review of Development Economics, Wiley Blackwell, vol. 26(4), pages 2090-2108, November.

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