A Mixed Methods Examination of the Relationship between Teacher and Administrator Perceptions of Their School as a Learning Organization and the Degree to Which Students Graduate "College-Ready"

Autor/in	Inforna, Michael D.
Titel	A Mixed Methods Examination of the Relationship between Teacher and Administrator Perceptions of Their School as a Learning Organization and the Degree to Which Students Graduate "College-Ready"
Quelle	(2017), (380 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3553-6775-1
Schlagwörter	Hochschulschrift; Dissertation; Mixed Methods Research; Teacher Attitudes; Administrator Attitudes; Graduates; College Readiness; Hypothesis Testing; Organizational Culture; Questionnaires; Interviews; Data Analysis; Educational Improvement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Hypothesenprüfung; Hypothesentest; Unternehmenskultur; Fragebogen; Interviewing; Interviewtechnik; Auswertung; Teaching improvement; Unterrichtsentwicklung
Abstract	This study examined teacher and administrator perceptions of their school as a learning organization and the degree to which students graduate "college-ready." The study followed a mixed-methods design to explore the hypothesis that the extent to which teachers and administrators perceive their school as a learning organization is related to the degree that students graduate "college-ready." To test this hypothesis, the 21-item Dimensions of a Learning Organization Questionnaire was administered and interviews were conducted. A total of eight schools responded yielding 140 total survey responses and six interviews from the exemplar school. The data analysis included all participants and data for two schools was disaggregated to examine unique systems. The findings of the study indicate that a relationship exists between the perceived presence of which a school operates as a learning organization and the degree to which students graduate "college-ready." The study offers practical suggestions as to how schools can improve their system functions to reflect the seven dimensions of a learning organization more evenly throughout the system and its members in order to improve organizational performance. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01