REFRAMING GOVERNANCE AND ACCOUNTABILITY IN EDUCATION: A COMPARATIVE ANALYSIS OF PUBLIC AND PRIVATE SCHOOLS THROUGH THE LENS OF PRINCIPAL–AGENT THEORY

This study examined the relationship between governance structures and accountability practices in public and private secondary schools through the lens of Principal–Agent Theory. It focused on decision-making autonomy, monitoring and evaluation systems, and incentive and performance mechanisms as dimensions of governance structures, while policy compliance, performance accountability, and transparency and reporting mechanisms served as indicators of accountability practices. A comparative research design was used involving teachers and school heads from selected public and private secondary schools. Data were collected using a researcher-made questionnaire and analyzed using descriptive statistics, independent samples t-tests, and Pearson correlations. Findings showed that private schools had higher decision-making autonomy and stronger incentive mechanisms, while public schools demonstrated stronger monitoring systems, policy compliance, and transparency. Both types of schools exhibited high levels of accountability practices, although differences in implementation were noted. Results also revealed a strong positive relationship between governance structures and accountability practices. Challenges identified included limited autonomy, rigid monitoring systems, weak incentives, and gaps between policy and practice. Overall, the study concludes that governance structures significantly influence accountability practices, and it recommends a balanced governance model that integrates autonomy, structured monitoring, and effective incentives to improve school effectiveness.