INTELLECTUAL CAPITAL MANAGEMENT AND SCHOOL PERFORMANCE

This paper analyses the Intellectual Capital concept (IC) and its relevance to school management, the organisational modeling through which variables are used to measure IC, and the explanatory power of the different categories of IC in explaining differences in performance. Assuming student learning as a cri- terion of school performance, we find that higher student learning levels can be achieved through a comprehensive IC model. This hypothesis is con- firmed by the results analysed at different school phases (primary, lower secondary, upper secondary, technical and vocational education). The most im- portant result is the centrality of IC categories for school management. The way in which a school ac- quires, organises and deploys its intellectual capital can make a difference in terms of improving student learning and this should be a clear reference for fu- ture research in this field.