The school choice movement in the United States has had a profound effect on public high schools. Parents have choices on where to send their student(s) and make decisions based on the real or perceived quality of their local high school. This in turn puts pressure on local high schools to improve their programs in order to attract students. The pressure to improve then causes district and site leadership to implement sweeping changes to the school’s educational program. Pressure then falls onto the teacher to implement these sweeping changes and make them successful. Many of these sweeping changes fail due to the teacher’s perceived lack of support by the school and district administration. My research findings indicate that this failure is due to a lack of transformational leadership as well as a failure to consult with the teachers on what they need on a daily basis to make the sweeping changes a success. As districts spend millions of dollars on various programs designed to increase student achievement and those dollars fail to produce the desired results, my research strove to answer the question of why that happens and how can it be remedied. By researching the role that teachers play in change initiatives it became clear that they are rarely, if ever, consulted and that leadership often fails to give them the tools they need to implement a change successfully. The needs of the people in charge of the day to day implementation of the district mandated changes must be addressed if there is any hope of the mandated changes having an impact on the school. If schools are going to survive the school choice movement by improving their educational programs, supporting the teachers is the key.
|Commitee:||Bonds, Jill, Perez, Jose|
|School:||St. Thomas University|
|School Location:||United States -- Florida|
|Source:||DAI-A 81/6(E), Dissertation Abstracts International|
|Subjects:||Educational administration, Educational leadership|
|Keywords:||Leadership, School choice, Teacher support|
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