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ERIC Number: ED551006
Record Type: Non-Journal
Publication Date: 2012
Pages: 149
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-1863-3
An Exploration of Teachers' Perceptions of the Change Process for School Improvement in Four High Schools in the State of Illinois
Hurlburt, Thomas A.
ProQuest LLC, Ed.D. Dissertation, Aurora University
Many procedures are used by school districts to initiate change that are integral to the success or failure of that initiative. Many initiatives have failed because they were not implemented successfully. Too often, the failure is attributed to the inability of the administration to get the necessary buy-in from the teaching and support staff. The problem with applying a corporate improvement model to public education has many issues. Educators are trained to apply "best practice" to instructional strategies. Teaching children reading, writing, and mathematics is, and should be, the primary focus for educators. Teachers comprise a highly educated workforce that has expertise in what they do. The purpose of this qualitative ethnographic case study is to explore the practices used by public school administrators within the school improvement process to persuade teachers to buy into new district initiatives for school improvement. This researcher conducted observations and two interviews with each of 10 teachers from four different high schools within one school district. Additional data included field notes, memos, a journal, and artifacts. This study gave teachers an opportunity to express their opinions and explore their perceptions about what makes a change successful. The study explored what it is that they buy into and what they will not buy into. The teachers were given a voice regarding change. As this researcher completed the interviews, several things became clear. The district had two major initiatives that have captivated and polarized everyone. The teachers have not been very responsive to the School Scorecard and the One District initiatives. These were all originated from the district office and impacted all of the schools. This was a great opportunity to differentiate between the districts initiatives and building-level initiatives. The teachers naturally drew a distinction between the district administration and the building administration. It was very evident that the teachers feel respected, valued, trusted, and feel they have a voice at the building level. The teachers were much more animated and enthusiastic about what is going on in their buildings. They feel like they are a part of what is happening. Through this study, I was able to identify those common characteristics that enable the teachers to support the initiative. [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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois