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