NotesFAQContact Us
Search Tips
ERIC Number: ED533257
Record Type: Non-Journal
Publication Date: 2002
Pages: 208
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1096-9101-6
A Comparison of Staff Acceptance of the Baldrige School Improvement Model and the Types of Staff Development among Four School Districts in Ohio
McElfresh, Dwight L.
ProQuest LLC, Ed.D. Dissertation, Ashland University
The primary purpose of this study was to empirically determine the relationship between staff acceptance of the Baldrige Model as a school improvement innovation and types of staff development. The secondary purpose was to establish from the literature the relationship between staff acceptance and school improvement. Professional development strategies used by four Ohio school districts to implement the Baldrige Model were analyzed. The methodology included administering, electronically, the CBAM SoCQ to measure staff acceptance of the Baldrige Model in three of the school districts and by a paper survey in the remaining district. An ANCOVA was conducted in which each stage of the SoCQ was analyzed by each pilot district considering the variables of number of years teaching and number of years using Baldrige concepts. Site visits were made to each school district to conduct focus groups and interviews with staff regarding professional development strategies. Results indicated that there were significant staff acceptance differences in the Awareness, Informational, Management, Consequence, and Refocusing stages of concern. There were no significant differences noted for the Personal and Collaboration stages. There were differences in the professional development strategies used by the four districts. Districts that provided training for all staff members and utilized a building-based approach had fewer staff concerns regarding acceptance of the Baldrige Model and increased utilization in the classroom. This study indicated there are useful tools and techniques that enhance successful implementation of change and monitoring schools' progress toward the institutionalization of the change process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio