Charter school board members’ readiness to serve and implications for training

Marytza Gawlik (Educational Leadership and Policy Studies, Florida State University, Tallahassee, Florida, USA)
Ann Allen (College of Education and Human Ecology, Ohio State University, Columbus, Ohio, USA)

Journal of Educational Administration

ISSN: 0957-8234

Publication date: 8 April 2019

Abstract

Purpose

Analyzing data collected from the charter school board members and the superintendent in a charter school district in a southeastern state about the quality and usefulness of training, the purpose of this paper is to provide an important foundation for understanding training and development for charter school boards in the USA.

Design/methodology/approach

This study uses a qualitative case study approach to examine a charter school district and the preparedness of charter school board members to serve in that district. The authors sampled one charter school district in the southeast region of the USA and interviewed five charter school board members and the superintendent.

Findings

The first theme is composition and responsibility of charter school board members, which outlines the roles and responsibilities that charter school board members assume when they serve on this charter district board. The second theme is preparedness to serve, which traces the readiness of charter school board members to serve on a board. The final theme is training and documents related to the kind of training charter school board members receive once they are appointed to the board.

Originality/value

This study provides a conceptual framework about the dimensions and standards associated with preparedness to serve as a charter school board member and broadens the authors’ understanding of the roles and responsibilities of charter school boards, their preparedness to serve and the training and development they receive.

Keywords

Citation

Marytza Gawlik and Ann Allen (2019) "Charter school board members’ readiness to serve and implications for training", Journal of Educational Administration, Vol. 57 No. 2, pp. 102-117

Download as .RIS

DOI

: https://doi.org/10.1108/JEA-05-2018-0099

Publisher

:

Emerald Publishing Limited

Copyright © 2019, Emerald Publishing Limited

Please note you might not have access to this content

You may be able to access this content by login via Shibboleth, Open Athens or with your Emerald account.
If you would like to contact us about accessing this content, click the button and fill out the form.
To rent this content from Deepdyve, please click the button.