Abstract:
Community participation is widely recognised as an essential key part of effective and sustainable
school management, yet achieving meaningful engagement remains a challenge in Sri
Lankan schools. Guided by the Balanced Control Model of School-Based Management, this
study examines practical strategies to strengthen genuine stakeholder involvement in school
governance while maintaining clear lines of authority and accountability. The explanatory sequential
mixed-methods design was employed. Quantitative data were gathered from 274 respondents,
comprising teachers and principals (n = 274), selected through random stratified
sampling across the Central, Sabaragamuwa, and Uva provinces to ensure representation by
province and school type. Qualitative evidence was then developed through interviews, focus
group discussions (n = 12), and document analysis with parents, alumni, and community
leaders to explain the mechanisms behind the observed patterns. Findings show that structural
provisions for participation are widespread but inconsistently implemented. While School Development
Societies operate in 95 per cent of sampled schools, only 45 per cent report regular
community participation in decision-making. Participants consistently identified three interdependent
barriers: limited stakeholder awareness of roles beyond resource mobilisation regarding
the boundaries of influence in school affairs, and inconsistent communication channels that reduce
confidence and continuity. At the same time, promising practices were evident. Schools
that convened predictable stakeholder forums, invested in leadership development for both staff
and community representatives, and shared minutes, plans, and budgets transparently reported
more collaborative relationships, greater confidence among participants, and improved resource
mobilisation for teaching and learning. The study contributes by translating the Balanced Control
Model into context-specific actions that school leaders, school development committees,
and policymakers can implement. It argues that durable participation depends not only on creating
committees but on cultivating shared purpose, role clarity, and routine two-way communication.
By balancing administrative authority with genuine community involvement, schools
can move from intermittent participation to sustained partnership, fostering more resilient, accountable,
and responsive school communities.
