TY - JOUR
T1 - The governance, leadership and management of complementary schools: the case of Greek Cypriot schools in England
AU - Thorpe, Anthony
AU - Karamandidou, Maria
PY - 2024/5/22
Y1 - 2024/5/22
N2 - The article explores the governance, leadership and management of complementary schools through the case of Greek Cypriot complementary schools in England with a view to developing a research agenda for this under-researched yet significant sector of education for children and young people. Drawing on stakeholder and bottom-up theories of governance that aim to uncover the intricate networks of groups that surround organisations and the systems in which they exist, we highlight the multiple and sometimes conflicting stakes held. This exploratory research involves interviews with five practitioners in positions of responsibility. The governance, leadership and management of these schools matters because there are concerns about their sustainability requiring a greater appreciation of their contribution, the issues they face and how they make decisions with limited resources. We call for further research to increase the understanding of the sector and to improve the support for practitioners, organisations and communities.
AB - The article explores the governance, leadership and management of complementary schools through the case of Greek Cypriot complementary schools in England with a view to developing a research agenda for this under-researched yet significant sector of education for children and young people. Drawing on stakeholder and bottom-up theories of governance that aim to uncover the intricate networks of groups that surround organisations and the systems in which they exist, we highlight the multiple and sometimes conflicting stakes held. This exploratory research involves interviews with five practitioners in positions of responsibility. The governance, leadership and management of these schools matters because there are concerns about their sustainability requiring a greater appreciation of their contribution, the issues they face and how they make decisions with limited resources. We call for further research to increase the understanding of the sector and to improve the support for practitioners, organisations and communities.
UR - https://doi.org/10.1080/0305764X.2024.2353049
U2 - 10.1080/0305764X.2024.2353049
DO - 10.1080/0305764X.2024.2353049
M3 - Article
SN - 0305-764X
VL - 54
SP - 317
EP - 335
JO - Cambridge Journal of Education
JF - Cambridge Journal of Education
IS - 3
ER -