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Document Type:Latin Dissertation
Language of Document:English
Record Number:54018
Doc. No:TL23972
Call number:‭3370432‬
Main Entry:Janice Rashid
Title & Author:Perceptions of building principals on the supports and impediments for making data driven School Improvement Plans workJanice Rashid
College:Loyola University Chicago
Date:2008
Degree:Ed.D.
student score:2008
Page No:179
Abstract:This study was designed to assess public elementary principals' perceptions of the benefits and drawbacks to their School Improvement Plan Process and resulting School Improvement Plan Document. The findings for this qualitative study were gathered from results of the School Improvement Plan Questionnaire developed by this researcher and compared to literature identifying components of successful, sustained school improvement and literature critiquing past reform efforts. Location of the school in an urban/suburban or rural area, size of building, respondents' years of experience as administrator, and respondents' years of service in current building were also studied to determine if these demographic factors affect perception of the benefits and drawbacks to the School Improvement Plan Process and/or resulting document. The first research question asked: What do building principals perceive as the benefits and drawbacks to their School Improvement Plan Process? In summary, principals perceived increased involvement of others and collaboration as the greatest benefit and the time involved in the process as the greatest drawback. The second research question asked: What do building principals perceive as the benefits and drawbacks to their actual School Improvement Plan Document? In summary, principals perceived that the document serves as a shared vision or direction for the staff to follow as the greatest benefit and while no response was the number one identified theme, the second identified theme was that the document was too long and cumbersome. Location of school in an urban/suburban or rural area, size of building, respondents' years of experience as administrator, and respondents' years of service in current building were found to be factors affecting principals' perceptions of the School Improvement Plan Process and resulting document.
Subject:Education; Data-driven planning; Principals; School improvement; School administration; 0514:School administration
Added Entry:M. Israel
Added Entry:Loyola University Chicago