School board training is promoted throughout the United States as a means whereby school board member can become more effective in the performance of their roles and responsibilities. This study examines whether correlations exist school board members participation in training or continuous education and their overall perceptions of effectiveness in governance and leadership. Participants from three, contiguous mid-west states were randomly selected to participate, totaling 232 participants from 75, P-12 school boards. The results of this quantitative research, using Pearson r correlations with a p<.05 for a 95% confidence interval, reveals correlations between a school board's aggregate training and the performance of individual school board members who completed a validated self-assessment instrument measuring perceptions of performance in six dimensional competencies of leadership and governance, contextual, educational, interpersonal, analytical, political, and strategic. Additionally, state comparisons of individual participant correlations are provided, using One-way ANOVA and Tukey HSD statistical comparisons. The research results indicate positive correlations between board members' perceptions of performance in specific competencies measured by the validated self-assessment instrument and the aggregate training of their respective boards.
|Commitee:||Hobbs, Charles, Long, Al|
|School:||Indiana Wesleyan University|
|School Location:||United States -- Indiana|
|Source:||DAI-A 72/12, Dissertation Abstracts International|
|Keywords:||Board governance, Continuous education, Leadership, Quantitative research, School boards, Training for boards|
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