Doctor of Philosophy, Miami University, 2019, Educational Leadership
Research reveals that there is often a major disconnect between leaders and workers in organizational settings, especially when it comes to decision-making. Consequently, organizational decisions are often misunderstood by the employees who must implement top-down directives, which can lead to growing distrust, frustration, and needless resistance toward change initiatives. This kind of disconnect, resulting confusion, and resistance is also found in schools between principals and teachers. Having worked as a teacher and then as an administrator in three separate school districts, I have become overwhelmed by the bureaucratic nature of school committees. In my experience, school committees tend to be exclusive, administrator-driven, and lack authentic, rich discussion. This study seeks to narrow the focus of research on school committees by exploring how teachers experience the decision-making process for change initiatives in a school committee setting when inclusive deliberation (ID) is used as a framework for school committee design. Also, the study explores the impact of school committee design and operation on teacher resistance and feelings of morale. The methodology of this study is a single instrument, action research case study, expressed in a narrative. The case exists at the high school where I work as an assistant principal. During the second semester of the 2018-2019 school year, a committee known as the Building Leadership Team (BLT) altered its design and operation, using the framework of inclusive deliberation (ID). Teachers' experience with the BLT, along with other phenomena that took place during the case study with additional members of the staff, were collected as data. Data was collected through observational field notes, journaling of daily interactions, participant reflection prompts, staff surveys, a focus group reflection, and individual interviews. Inductive analysis was used to triangulate the data to understand the phenomena being resear (open full item for complete abstract)
Committee: Thomas Poetter (Committee Chair); Joel Malin (Committee Member); Molly Moorhead (Committee Member); Jim Shiveley (Committee Member)
Subjects: Education; Education Policy; Educational Leadership; Inservice Training; Management; Operations Research; Organization Theory; Organizational Behavior; Personal Relationships; Public Administration; School Administration; Secondary Education; Systems Design; Systems Science; Teaching