School board training: its effect on southern California governance teams

This study examines the impact that the California School Boards Association’s (CSBA) Masters in Governance (MIG) training program had on effective school board governance practice. The purpose was to determine whether a relationship existed between effective school boards and a commitment to seek and attend school board training. This study was framed using the definition of leadership provided by Lee Bolman and Terrence Deal through their 4 frames. Best practices for effective school boards were examined using research from the Lighthouse Inquiry by the Iowa Association of School Boards. The professional governance standards provided by CSBA were used to determine expectations for governance teams. Data for this qualitative study were collected from survey results from 86 MIG-trained board members and 61 superintendents in successful districts in southern California, 4 interviews conducted with school board members and superintendents, and observations done in each of the trainings offered through the MIG in order to answer 3 research questions: (a) factors impacting the decision of school board members to complete the MIG training program, (b) whether MIG training encourages and equips school board members to exhibit the behaviors of effective governance, and (c) in what ways mandating the MIG training could impact school board governance. Findings from this research suggested that MIG training supports effective governance practice by building team experiences while clarifying roles and responsibilities. This study adds to the current research regarding effective leadership within school districts and, more specifically, the role that training plays in effective leadership.