The purpose of this study was to identify those elements of the Baldrige Education Criteria for Performance Excellence that central office leaders, principals, and teachers perceive as having an impact on collective teacher efficacy. The study determined if there was a relationship between the perceptions of central office leaders, principals, and teachers concerning the implementation of the criteria, the difficulty of implementation, and the impact of implementation on collective teacher efficacy.
The population for this study included sixty individuals from three school districts from Texas, North Carolina, and New Mexico who have implemented the Baldrige Education Criteria for Performance Excellence for a minimum of five years.
The Delphi Technique was used for the study utilizing a questionnaire linked to six of the seven categories of the Baldrige Education Criteria for Performance Excellence. Quantitative data was analyzed using descriptive statistics, which were reported using numerical and graphic techniques.
The key findings of this study suggest that the Baldrige Education Criteria for Performance Excellence, which the three study school districts chose as a framework for improving organizational performance, has had a perceived positive impact on collective teacher efficacy. The following conclusions were drawn from the data analysis:
?? Implementation of the Baldrige Criteria requires a long-term commitment,
?? Districts committed to implementation of the criteria develop systematic approaches to management processes, persevere in their deployment, and continually assess performance to determine areas for improvement.
?? The difficulty of implementation of the criteria relates to the effort required to align and deploy systematic approaches throughout the organization.
?? Commitment and implementation begins at the senior leadership level of central office and cascades through the organization to principals and classroom teachers. The extent to which systematic management approaches have been deployed to the classroom teacher level determines the level of impact of implementation on collective efficacy.
?? The Baldrige Education Criteria for Performance Excellence provide a framework for school districts to improve organizational performance from a systems perspective to achieve organizational and student success.
?? The more mature a district??s deployment/implementation of the criteria, the greater the impact on collective teacher efficacy.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/2709 |
| Date | 01 November 2005 |
| Creators | LeRoy, Kathryn A. |
| Contributors | Cole, Bryan R. |
| Publisher | Texas A&M University |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | Book, Thesis, Electronic Dissertation, text |
| Format | 4750985 bytes, electronic, application/pdf, born digital |
Page generated in 0.0018 seconds