Educational decentralisation has been implemented globally. However, few studies have compared the effects of different decentralisation strategies on students’ academic achievement in diverse cultural contexts. Using data from 49 countries participating in the Programme for International Student Assessment (PISA) 2015, this study attempts to fill this research gap by examining the relationship between three delegation strategies (school autonomy, teacher participation and parental involvement), student achievement and societal culture. Our findings suggest that teacher participation in school management is the most effective educational decentralisation strategy for enhancing students’ mathematics, reading and science performance. This strategy is particularly effective in countries with high power distance. The findings indicate that parental involvement does not have a significant effect on student academic achievement and that its effect is suppressed by a culture of uncertainty avoidance. Furthermore, school autonomy does not have a significant effect on students’ academic achievement in any of the societal cultures examined. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.
CitationTeng, Y., & Tsang, K. K. (2021). Educational decentralisation and students’ academic achievement: A cross-cultural analysis. Educational Studies. Advance online publication. doi: 10.1080/03055698.2021.1942793
- Educational decentralisation
- Teacher participation
- Societal culture
- Academic achievement