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Planning for what? An analysis of root cause quality and content in school improvement plans
Journal of Educational Administration ( IF 2.152 ) Pub Date : 2020-11-12 , DOI: 10.1108/jea-07-2020-0156
Coby V. Meyers , Bryan A. VanGronigen

Purpose

Limited research on root cause analysis exists in educational leadership. Accurately diagnosing and detailing root causes—the why—of organizational failure, as is relatively common in other fields, could improve principals' ability to devise situationally- and contextually-responsive solutions in their improvement plans. In this study, the authors analyze school improvement plans to provide insight into how principals use root cause analysis to identify their and their school's failures as a way to respond strategically with goals and action steps.

Design/methodology/approach

In this exploratory qualitative study, the authors develop coding schemes and leverage an existing rubric of school improvement plan quality to assess what principals identify as root causes for 216 priorities across 111 school improvement plans.

Findings

The overall quality of root causes submitted by principals was low, typically between “beginning” and “developing” stages. The majority of root causes aligned with priorities and desired outcomes, but fewer than one-third had a systems focus. Moreover, less than half of root causes suggested that school leaders played a part in the organizational failures. The vast majority of plans instead identified teachers as the root cause, foundational fault or “why” of the problem.

Originality/value

An increased understanding of root cause analysis conceptualization and development seems necessary if improvement planning is to be a strategic response to a school's most serious organizational challenges. The predominant approach to school improvement planning has focused almost exclusively on how to succeed or become better with little investment in identifying root causes of organizational decline or failure. This initial study of root cause quality in school improvement planning is a key first step in critically thinking about how improvement is to be achieved when failure is unconceived.



中文翻译:

打算做什么?学校改进计划中根本原因质量和内容分析

目的

教育领导力对根本原因分析的研究有限。准确诊断和详细说明组织失败的根本原因(原因),这在其他领域相对常见,可以提高负责人在其改进计划中设计情境和情境响应解决方案的能力。在这项研究中,作者分析了学校改进计划,以深入了解校长如何使用根本原因分析来确定他们和他们学校的失败,以此作为战略应对目标和行动步骤的一种方式。

设计/方法/方法

在这项探索性的定性研究中,作者开发了编码方案并利用现有的学校改进计划质量标准来评估校长确定的 111 个学校改进计划中 216 个优先事项的根本原因。

发现

负责人提交的根本原因的整体质量较低,通常介于“开始”和“发展”阶段之间。大多数根本原因与优先事项和预期结果一致,但只有不到三分之一的原因是系统关注。此外,不到一半的根本原因表明学校领导在组织失败中起了一定作用。相反,绝大多数计划将教师视为问题的根本原因、根本性错误或“原因”。

原创性/价值

如果改进计划是对学校最严重的组织挑战的战略反应,那么增加对根本原因分析概念化和发展的理解似乎是必要的。学校改进规划的主要方法几乎完全专注于如何在确定组织衰退或失败的根本原因方面投入很少的资金取得成功或变得更好。对学校改进计划中根本原因质量的初步研究是批判性思考如何在未想到失败时实现改进的关键第一步。

更新日期:2020-11-12
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