Can Teacher Participation in School Governance Improve Student Academic Performance?

Abstract

This study published in Modern Education Management uses the data of 9,841 students from the Program for International Student Assessment (PISA) 2015 in four provincial administrative regions of China as sample to analyze the impact of teacher participation in school governance on student academic performance. Since there are significant differences in student academic performance among various schools, the multi-layer regression model is adopted to address the question "whether teacher participation in school governance can improve stu-dent academic performance".