This article investigates goal pursuit practices in a sample of 31 New Zealand high schools. It examines goal knowledge of middle and senior leaders, the alignment of this knowledge and factors related to improvement.,Goals from schools' annual improvement plans were identified and counted at the beginning of the academic year. Senior and middle leaders were asked to recall their school's academic goals from memory. Responses were scored against the goals in the schools' plans to produce an accuracy score for each leader and for each middle and senior leadership team (SLT). At the end of the academic year, leaders recounted their goals and rated and commented on their SLT’s goal focus. Data analysis examined goal knowledge, alignment of middle and senior leaders' goal knowledge and SLT's goal focus. Comments were analyzed thematically in regard to the number and clarity of the goals and how goals were communicated, enacted and monitored.,Our findings show a lack of goal clarity, persistence across the year and effective strategy hampered the majority of schools in their goal pursuit. Only a few schools had a strong and aligned goal focus. Factors influencing perceived improvement included: fewer and greater clarity of goals, engagement of middle leaders in setting goals, establishing sound supporting structures and regular monitoring of progress.,While annual improvement plans outlining multiple goals are often compulsory for schools, little is known about their impact on practice. This research clarifies the state of goal pursuit in a sample of high schools.

中文翻译：

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高中目标追求实践：达到目标吗？

本文研究了31个新西兰中学样本中的目标追求实践。它检查了中高层领导者的目标知识，这些知识与与改善有关的因素的一致性。从学年的年度改善计划中识别出目标，并在学年开始时进行计数。高层和中层领导人被要求从记忆中回忆他们学校的学术目标。根据学校计划中的目标对回答进行评分，以为每个领导者以及每个中高级领导团队（SLT）得出准确性分数。在学年末，领导者们重新陈述了他们的目标，并对他们的SLT目标重点进行了评分和评论。数据分析检查了目标知识，中高层领导者的目标知识和SLT的目标重点的一致性。对有关目标的数量和明确性以及目标如何传达，实施和监控的主题进行了主题分析。我们的研究结果表明，缺乏目标明确性，全年坚持不懈以及有效的策略阻碍了大多数学校追求目标。只有少数几所学校有强烈而一致的目标重点。影响可感知的改善的因素包括：目标越来越清晰，中层领导人参与设定目标，建立健全的支持结构以及对进度进行定期监控。虽然概述了多个目标的年度改进计划通常是学校强制性的，但对其了解却很少对实践的影响。这项研究阐明了样本中学中追求目标的状态。