Strategies for strengthening community participation in school management: Insights from the Balanced Control Model

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.