Factors Affecting Principals' Adoption of and Satisfaction with Market-Driven Externally Developed Reforms

Autor/in	Schwabsky, Nitza
Titel	Factors Affecting Principals' Adoption of and Satisfaction with Market-Driven Externally Developed Reforms
Quelle	In: International Journal of Educational Management, 32 (2018) 3, S.342-358 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-06-2016-0145
Schlagwörter	Foreign Countries; Principals; Administrator Attitudes; Adoption (Ideas); Commercialization; Educational Change; Satisfaction; Elementary Secondary Education; Motivation; Decision Making; Program Implementation; Correlation; Multiple Regression Analysis; Politics of Education; Administrator Surveys; Factor Analysis; Qualitative Research; Questionnaires; Statistical Analysis; Israel + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Ideas; Ideenfindung; Bildungsreform; Zufriedenheit; psychologische; Motivation (psychologisch); Decision-making; Entscheidungsfindung; Korrelation; Educational policy; Bildungspolitik; Faktorenanalyse; Qualitative Forschung; Fragebogen; Statistische Analyse
Abstract	Purpose: The purpose of this paper is to explore the motives, opportunities, and threats associated with the adoption of market-driven externally developed reforms (EDRs) as well as how these motivator factors, combined with background variables, account for school principals' satisfaction with EDR adoption. Design/methodology/approach: Principals from 208 Israeli schools (grades 1-9) completed anonymous self-report questionnaires about the factors motivating their decision to implement EDRs and their satisfaction with these reform programmes in their schools. Validity and reliability tests, bivariate correlations and Pearson tests, paired "t"-tests, and a step-by-step multiple regression analysis were performed to examine the associations between the independent variables (individual and institutional variables, and motives, opportunities, and threats), and principals' satisfaction with aspects of the EDRs. Findings: Participants reported opportunities in the areas of pedagogy, learning excellence, teacher growth, and school climate. Threats were moderate-low and related to school faculty resistance, principals' dependence on stakeholders, and difficulties in implementing EDRs. Of the political and the pedagogic motives, the latter was the sole motive associated with principals' satisfaction with the EDRs. Findings fit within Herzberg's two-factor theory and Festinger's cognitive dissonance theory. Originality/value: Studies on the factors motivating adoption of EDRs are scarce; this is the first to explore motivators' effects on principals' satisfaction. It is likely to help principals and decision makers in educational institutions construe the varied factors that affect the adoption of EDRs from senior officials' viewpoints. Understanding these factors is highly important to the field worldwide because of the growing need to adopt EDRs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01