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School Board Presidents' Perception of Their Role and Its Relationship to Effective Board Practices

The purpose of this study was threefold: (a) to identify the priorities that Texas school board presidents perceive to be most important in their role as a school board member; (b) to describe the specific activities, behaviors, and actions that Texas school board presidents say they take to support the priorities they identify; and (c) to compare with and contrast board members' reported priorities, activities, behaviors, and actions with the eight characteristics of effective school board practices. A mixed-methods research design was used to explore school board presidents' perceptions of their role and its relationship to effective board practices. Quantitative data were gathered using an online survey and analyzed using descriptive statistics. Qualitative data were obtained from one-on-one semi-structured interviews which were manually coded using a three-step, hybrid-coding process, as well as from an observation protocol. Evidence from this study identified four top priorities: accountability driven actions, a untied team with the superintendent, aligned and sustained resources, and a vision of high expectations. Eleven subthemes emerged that describe the activities, behaviors, and beliefs that support these priorities including: clear goals, community partnerships, data-driven informed, governance, human capital, policy adoption, professional development, strong communication, student outcomes, training, and trust.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc1707378
Date08 1900
CreatorsHerron, Angela Abney
ContributorsPazey, Barbara, Gore, Phil, van Tassell, Frances, Waddell, Stephen
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatviii, 132 pages, Text
RightsPublic, Herron, Angela Abney, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved.

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