‘Hidden truths’ about boards and barriers in the boardroom: school climate and community wellbeing

This chapter examines the relationship between directors’ behaviours, school climate and community wellbeing within Australian Islamic schools. Drawing from an Islamic perspective of wellbeing, it underlines how behavioural dynamics within governance structures influence school climate and, subsequently, community wellbeing. While school climate has traditionally been linked to leadership and teacher-student interactions, this study shifts focus to the role of board directors, whose behaviours and practices shape the broader organisational climate of these institutions. Using qualitative methods of inquiry, data collected from parents, teachers and directors uncover contrasting boardroom climates exist in Islamic school boards. The findings reveal that positive climates emerged when directors engaged in collaborative and transparent behaviours. Whereas, school boards that experienced power dynamics, perceived conflicts of interest, ownership behaviours and secrecy struggled to satisfy the needs of school communities, impacting overall wellbeing. The findings also address the external challenges faced by Muslim communities, highlighting the urgent need for further research into the governance dynamics of boards in Islamic schools. The implications of the research suggest that community wellbeing is maintained by creating a school climate that fosters active cooperation and consultation between boards and school communities. Consequently, this Chapter offers critical insights for the development of governance frameworks that are responsive to the complex, dynamic and distinctive characteristics of Islamic schools.