Abstract
There remain research gaps concerning how community participation in school management leads to educational outcomes. This paper explores the following research question: how do managerial and pedagogical factors in school management affect educational outcomes from the viewpoint of relational trust? The qualitative case study in Ghana revealed that low community participation, provoked by conflicts over a chieftaincy issue, affected learning outcomes owing to a lack of relational trust among actors and factors in school management. This points to the significance of community development, which plays a foundational role in community participation in school management.
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