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ERIC Number: ED554004
Record Type: Non-Journal
Publication Date: 2013
Pages: 186
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-2637-6
ISSN: N/A
Organizational Alignment in Charter School Settings: Investigation of a Three-Tier Model for Linking Leadership, Culture, and Change toward Instructional Improvement
Wynder, Lawrence C., II
ProQuest LLC, Ed.D. Dissertation, University of Southern California
Since "A Nation At Risk" (1954), a series of laws and key reform initiatives were passed to hold schools accountable for improving the quality of public education (e.g. "IASA," "Title 1," "NCLB," "RTTT"). These reform initiatives require that public schools undergo continuous change but simply having these expectations will not guarantee their implementation. According to Fullan (1998), school leaders must know how to foster change in order to implement key reforms. However, a major problem in education is that school leaders do not know how to create and manage school cultures that are optimal for change toward instructional improvement to occur. To address this problem, this dissertation investigated a single case study to explore how one Principal set out to create and manage culture in a charter school setting. This study also explored the link, and the degree of alignment, between leadership, culture, and change. Two overarching questions were explored; "(1) How does the school leader shape school culture around instructional improvement?" "(2) To what extent is the school culture that is present likely to influence teachers' willingness to improve their teaching practice?" To answer these questions, the author used an investigative three-tier model to explore key organizational factors and various units of analysis were utilized. The findings suggested that there was strong alignment between leadership practices and key cultural dimensions. The findings also suggested that elements of change were present and various workplace conditions were likely to support efforts toward instructional improvement. Finally, this study raises questions for future research regarding the impact of informal accountability mechanisms in school settings and experimental designs that explore the socio-cultural outcomes of facilitating small school environments within larger school settings. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I; Improving Americas Schools Act 1994; No Child Left Behind Act 2001; Race to the Top