PUBLIC VALUE CREATION THROUGH EDUCATION POLICY IMPLEMENTATION: AN INTEGRATED CAPACITY AND PERFORMANCE MANAGEMENT PERSPECTIVE

Abstract

Purpose: This study examines how education policy implementation capacity contributes to public value creation in education. It further investigates the mediating role of purposeful use of performance information and examines whether political salience of education policy changes the relationships between implementation capacity, algorithmic performance management, and public value creation. Method: A quantitative, cross-sectional, explanatory design was employed. Data were collected from principals of government schools in major cities of South Punjab, Pakistan, using a structured questionnaire. A total of 294 valid responses were analyzed using Partial Least Squares Structural Equation Modeling in SmartPLS 4. The measurement model was assessed for reliability, convergent validity, and discriminant validity, while the structural model was examined through direct, mediation, and moderation analyses. Findings: The findings demonstrate that education policy implementation capacity positively contributes to public value creation. Purposeful use of performance information significantly mediates the relationships of both education policy implementation capacity and algorithmic performance management with public value creation. However, political salience does not significantly moderate the relationships between implementation capacity or algorithmic performance management and public value creation. Originality/Implications: The study extends Public Value Theory by integrating organizational capacity, algorithmic performance management, purposeful information use, and political context into a unified framework. It highlights the importance of strengthening implementation capabilities and purposeful performance information use to improve public value in education.