Dissertation/Thesis Abstract

Is the fourth generation of Six Sigma an effective professional development model in K-12 education?
by Tapal, Shehnaz S., Ed.D., University of Phoenix, 2012, 220; 3514797
Abstract (Summary)

The purpose of this phenomenological qualitative retrospective program evaluation was to explore the efficacy of the fourth generation of Six Sigma (SS-GIV) as a professional development model through the lived experiences of administrators in a suburban K-12 public school district. The study has provided a descriptive account exploring the efficacy of SS-GIV as perceived by nine administrators in a suburban K-12 public school district. The data was generated via semi-structured interviews. Moustakas’s (1994) modified van Kaam methodology was followed to analyze the data. Five themes were extracted from the data: (1) The use of SS-GIV for planning change initiatives; (2) structured communication is vital to initiate change; (3) leaders need to create buy-in from stakeholders; (4) SS-GIV can indirectly affect student-learning outcomes; and (5) time is an extremely valuable resource for administrators. The participants of this study expressed that SS-GIV provided them with tools that structured planning of change efforts. The data also suggest that using SS-GIV as a change mechanism may provide school leaders with a concrete framework to initiate change efforts with confidence.

Indexing (document details)
Advisor: Follins, Craig
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 73/10(E), Dissertation Abstracts International
Subjects: Public policy, Continuing education
Keywords: Professional development, Structured communication
Publication Number: 3514797
ISBN: 978-1-267-37512-4
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