Exploring the Influence of School Governance on Educational Outcomes in Public Schools: An Explanatory Sequential Mixed-Methods Approach

This explanatory sequential mixed-methods study investigated the influence of school governance on educational outcomes in public schools. The quantitative phase assessed the extent of school governance across five dimensions: decision-making, autonomy, parental and community involvement, transparency, and resource allocation. Educational outcomes were evaluated based on school performance, student behavior and engagement, and teacher satisfaction. A total of 169 respondents participated in the quantitative survey, and qualitative interviews that explored participant perspectives. Descriptive statistics indicated that school governance and educational outcomes were extensively practiced and experienced. However, Pearson correlation analysis revealed no significant relationship between school governance and educational outcomes (r = 0.071, p = .357). Regression analysis showed that only selected governance indicators significantly influenced outcomes. The qualitative phase revealed deeper insights, emphasizing that collaborative leadership, stakeholder engagement, and strategic planning are perceived as integral to educational success. These findings suggest that while governance mechanisms are present and valued, their effectiveness in influencing outcomes may be mediated by contextual or operational variables. This study recommends enhancing stakeholder participation, transparency mechanisms, and leadership capacity while incorporating qualitative feedback in school governance frameworks to strengthen educational performance.