From politics to performance: how perceived support matters for public organizations
By: Melton, Erin K.
Material type:
ArticlePublisher: 2017Description: p.989-999.Subject(s): Education | Organizational performance | Public management - USA
In:
International Journal of Public AdministrationSummary: Research on support for educational institutions has ebbed and flowed with much of the focus directed toward internal mechanisms including teachers, administrators, and staff. This study stresses the importance of support from external environments and tests its influence on student achievement. Using panel data from over 1000 public schools, empirical results suggest that support increases test scores and daily attendance. The findings encourage scholars to consider the politics of educational environments and delve deeper into the consequences of external drivers for the performance of public schools.
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Articles
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Indian Institute of Public Administration | Volume no: 40, Issue no: 12 | Available | AR116978 |
Research on support for educational institutions has ebbed and flowed with much of the focus directed toward internal mechanisms including teachers, administrators, and staff. This study stresses the importance of support from external environments and tests its influence on student achievement. Using panel data from over 1000 public schools, empirical results suggest that support increases test scores and daily attendance. The findings encourage scholars to consider the politics of educational environments and delve deeper into the consequences of external drivers for the performance of public schools.
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