Dissertation/Thesis Abstract

School Boards: Perceptions of Power, Privilege and Responsibility in a Diverse 21st Century Educational Society
by Matthews, JoAnn R., D.E., University of Louisiana at Lafayette, 2015, 229; 10002403
Abstract (Summary)

Matthews, JoAnn R. Bachelor of Science, Nicholls State University, May 1985; Master of Education, Nicholls State University, 1996; Doctor of Education, University of Louisiana at Lafayette, Summer 2015 Major: Educational Leadership Title of Dissertation: School Boards: Perceptions of Power, Privilege and Responsibility in a Diverse 21st Century Educational Society Dissertation Director: Dr. Mitzi P. Trahan Pages in Dissertation: 229; Words in Abstract: 343 ABSTRACT This mixed-methods sequential study examined school board members’ perceptions of their role and responsibilities of their position in the 21st century and the resultant effects on student achievement, and offered suggestions for a professional development model to enhance effective governance. The study was guided by questions regarding the impact of school board members’ background, personal characteristics, public input and federal/state laws on their perceptions of their role and responsibility to student achievement. In addition, governance roles and responsibilities board members perceived most important for positively impacting student learning in their school districts were examined. Phase I of the study involved surveying school board members serving on boards in Louisiana, and Phase II involved face-to-face interviews with two Louisiana school board members. This study revealed districts could benefit if school boards would come to consensus regarding issues of boardsmanship and follow suggested best practices described in The Key Work of School Boards framework to impact student achievement. Board members agreed that professional development is important and that training in the 8 keys with a concentration on Alignment, Climate and Collaborative Relationships is necessary to aid them in alleviating poor governance qualities and train them to direct their attention to areas that will positively impact student achievement. The results of the study further indicated background, personal characteristics, public input and federal/state laws effect individual board members’ perceptions of their role and responsibilities. As school board demographics, personal characteristics of members, increased community engagement and educational reforms mandated by federal/state laws increase, the results of this study imply possible major shifts in board member perceptions of their responsibilities. These results may contribute to a better understanding of school board member perceptions and preparation to address student achievement. Additionally, it may serve to inform educational leaders such as local school boards as well as educational policymakers such as the legislature and the Board of Elementary and Secondary Education of the necessity of specific board training through the use of The Key Work of School Boards framework to help boards concentrate on their role and responsibility for student achievement.

Indexing (document details)
Advisor: Trahan, Mitzi P.
Commitee: Fossey, W. Richard, Lane, Kenneth
School: University of Louisiana at Lafayette
Department: Educational Leadership
School Location: United States -- Louisiana
Source: DAI-A 77/06(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership
Keywords: Professional development, School boards
Publication Number: 10002403
ISBN: 9781339419138
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