School governance as explained by Gann, could trace its roots back into the Dark Ages through to Victorian Times, when the first governing bodies of schools “were the boards of trustees responsible for setting up and running of English schools from the sixth century” (Gann, 2005, p. 6). Since then, governance has become a very significant concept in educational leadership and school improvement literature (Hudson, 2007). Governance may be defined as an organizational practice that emerges from people’s actions and beliefs in the response and “dilemmas against the background of conflicting traditions” (Bevir, 2011, p. 5; Fawcett and Daugbjerg, 2012). It is an organizational process that determines how resources could be effectively utilized and how any future conflicts within the organization are resolved (Mair and Mayer, 2015). Fasenfest (2010) also explained governance as a set of decisions and processes that are made to reflect expectations of individuals through the leadership of those in government. The Concise Oxford Dictionary explains governance as “the act or manner of governing.” Governance shows how actors of different social and economic backgrounds interdepend on each other but lack the capacity to decide and find solutions or policies unilaterally and directly (Chhotray & Stoker 2009).