Date of Award
5-1-2024
Language
English
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School/Department
Department of Educational Policy and Leadership
Dissertation/Thesis Chair
Kathryn S. Schiller
Committee Members
Sandra Vergari, Jay Worona
Keywords
education leadership, education policy, governance challenges, motivation, running for school board, school board elections
Subject Categories
Educational Leadership
Abstract
This study provided a detailed analysis of why newly elected school board members ran for school board in New York from 2017–2022 and the governance challenges they expected to face. Secondary survey data of 1,064 school board members collected by the New York State School Boards Association were examined to explore how personal and professional traits influenced member decisions to run and the shifting challenges they perceived in school board governance during this period. Analytical methods included categorical data analysis, chi-square tests, and logistic regression, with the aid of ATLAS.TI software for thematic coding of open-ended responses regarding perceived challenges. Results revealed a varied demographic profile of school board members, who were predominantly women, parents, highly educated, and employed, with many having a teaching background. Motivations for board service shifted from reactive problem solving toward proactive use of expertise, shaped by factors including age and parental involvement. Challenges identified by board members evolved over time, with the COVID-19 global pandemic bringing issues of governance, leadership, and financial oversight to the forefront. The School Board Motivations and Competencies Matrix is introduced, focusing on the connection between competencies stemming from educational and employment backgrounds, and motivations driven by existing problems or the member’s expertise. This research provides timely insights into educational governance by highlighting how the diverse backgrounds of school board members shape their motivations and perceptions of governance challenges. These findings offer valuable guidance for researchers and stakeholders, providing crucial insights to inform future strategies and policies aimed at enhancing local educational governance.
Recommended Citation
Woytowich, Connie F.C., "Running For School Board: Motivations And Perceived School Board Challenges" (2024). Legacy Theses & Dissertations (2009 - 2024). 3380.
https://scholarsarchive.library.albany.edu/legacy-etd/3380
