Authors : Rebecka Bentinck

Volume/Issue : Volume 10 - 2025, Issue 7 - July

Google Scholar : https://tinyurl.com/3wk28s7c

Scribd : https://tinyurl.com/4bfdn2d2

DOI : https://doi.org/10.38124/ijisrt/25jul666

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Abstract : This research explores an in-depth analysis of Board-governed and Ministry-administered Secondary schools in Rose Hall Town, Berbice. Two schools were under examination: J.C. Chandisingh Secondary School and Port Mourant Secondary, to investigate the impact of the governance models and how they affect educational quality and outcomes. The effectiveness and the inefficiencies of both schools’ governance were studied. This research addresses key characteristics of administration, policies, allocation of resources, and students’ academic achievement within these school types. This study employs a qualitative research design with includes the use of interviews, questionnaires, and case studies to investigate each model of governance. The findings aim to expound on the nuanced differences in curriculum delivery and community engagement to foster students’ academic achievement. It explores the strengths and weaknesses of the models. Overall, this research will give insight to educators and stakeholders that impact the quality of education. It will also contribute to the ongoing discourse on effective school governance in developing nations.

Keywords : Academic Performance, Policy, Education, Teacher, Learner, Board School, Curriculum.

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