Inclusive Deliberation (ID): A Case Study Of How Teachers Experience The Decision-Making Process For Change Initiatives Within A School Committee
| Autor: | Frank, Adam Harrison |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2019 |
| Předmět: |
Education
Education Policy Educational Leadership Inservice Training Management Operations Research Organization Theory Organizational Behavior Personal Relationships School Administration Secondary Education Public Administration Systems Design Systems Science Teaching school committees school educational leadership organizational leadership Inclusive Deliberation ID The Iceberg Approach TIA decision-making change teachers morale resistance inclusive inclusivity participation deliberation committee |
| Druh dokumentu: | Text |
| Popis: | Research reveals that there is often a major disconnect between leaders and workers in organizational settings, especially when it comes to decision-making. Consequently, organizational decisions are often misunderstood by the employees who must implement top-down directives, which can lead to growing distrust, frustration, and needless resistance toward change initiatives. This kind of disconnect, resulting confusion, and resistance is also found in schools between principals and teachers. Having worked as a teacher and then as an administrator in three separate school districts, I have become overwhelmed by the bureaucratic nature of school committees. In my experience, school committees tend to be exclusive, administrator-driven, and lack authentic, rich discussion. This study seeks to narrow the focus of research on school committees by exploring how teachers experience the decision-making process for change initiatives in a school committee setting when inclusive deliberation (ID) is used as a framework for school committee design. Also, the study explores the impact of school committee design and operation on teacher resistance and feelings of morale. The methodology of this study is a single instrument, action research case study, expressed in a narrative. The case exists at the high school where I work as an assistant principal. During the second semester of the 2018-2019 school year, a committee known as the Building Leadership Team (BLT) altered its design and operation, using the framework of inclusive deliberation (ID). Teachers’ experience with the BLT, along with other phenomena that took place during the case study with additional members of the staff, were collected as data. Data was collected through observational field notes, journaling of daily interactions, participant reflection prompts, staff surveys, a focus group reflection, and individual interviews. Inductive analysis was used to triangulate the data to understand the phenomena being researched. The study found that teachers valued their experience with inclusive deliberation (ID), feeling both included and satisfied with a framework (i.e., The Iceberg Approach) to help them deliberate major school issues/decisions. In addition, the research discovered that the design and operation of school committees, at least in this school, does not appear to have an impact on teacher resistance or feelings of morale. In fact, the findings suggest that most teachers do not want or have the time to participate in meetings on decision-making for school policy or school operations. However, it appears that teachers still want to feel involved, knowing that there are multiple avenues to express their participation if they feel the need to do so. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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