An examination of shared vision in the school improvement process of one Indiana high school
Abstract
The purpose of this phenomenological study was to investigate the experience of shared vision in the school improvement process of one Indiana high school. Shared vision is often promoted as a critical step in successful school-improvement processes. The experience of obtaining a shared vision in an educational environment, however, is not commonly described the literature. This research seeks to describe the experience of building a shared vision from the viewpoint of teachers living the experience. The concepts of a tipping point, as well as related concepts, were used as a theoretical framework to analyze and identify commonalities in teacher responses to interview questions. The level of concern and implementation of the vision were measured by a model that examines the concerns of potential adopters. Interview data were collected from teachers at one high school in Indiana that was identified as a critical case because of its improving student achievement scores and its high poverty rates. Analyses revealed that there was a gap between the formal vision and the vision-in-use. Some other findings included: a concern over vision leadership, a difference in experience between veteran and newer teachers, and the existence of a competing vision. Vision adoption and implementation was influenced by: new ideas, new staff members, and proof of success.
Degree
Ph.D.
Advisors
Rud, Purdue University.
Subject Area
School administration|Secondary education
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