Whither democratic accountability in education? An investigation into headteachers’ perspectives on accountability in the 1990s with reference to their relationships with their LEAs and governors

Abstract

Abstract Recent legislation has drastically curtailed the roles and influence of local education authorities (LEAs). Various powers and responsibilities previous held by LEAs have been dispersed to schools, central government and quangos. As a result the whole future of LEAs is now in doubt and local democratic accountability is being diminished and obscured. This paper draws on a research project funded by the Joseph Rowntree Foundation which explores the emergence of new forms of school/LEA relationships and of new organizational cultures and practices within LEAs through case studies of four LEAs. The focus of the paper is the headteachers’ perspectives, firstly on their relationship with their LEA and secondly their relationship with their governing bodies. With regard to LEAs, virtually all LEA headteachers (primary and secondary) did want to maintain a relationship of some kind with their LEA, stating quite clearly that the LEA should continue to exist. However, it is clear that all headteachers now expect their authority to provide services that respond directly to their needs, are of high quality and are good value for money, and they are using budgetary control to exercise choice. In regard to governing bodies, the research found that from the headteachers’ point of view they want an active, skilled and resourceful governing body, but not too active. It could be said that ‘they want it both ways’. Headteachers are keen to police the boundary between what they call governance or policy, the province of governors, and management, their concern with the day‐to‐day running of the school. Notions of accountability within this changing culture are discussed with particular reference to democratic accountability. The paper concludes by suggesting future possible developments for democratic accountability processes between schools and their local communities.