This qualitative study explored Mission-Driven Leadership in two high schools implementing the STEM education initiative in Texas. The study employed critical theory and a pragmatic lens to inform the findings. As part of the data collection process, interviews were conducted with the principals and a focus group of three to five teachers from each campus. Data was collected from state assessment reports, school websites, observations, photos, the researcher's own reflexive journal, and from artifact data requested from the schools. The primary method of recording the interpretations of the data was narrative form with poetic transcriptions.
The findings revealed five major themes requisite to successful implementation of the STEM Academies Design Blueprint. One, the school leader must promote a clear mission and incorporate a culture of collective trust and collective responsibility as key components of a responsive system that reflects to continually improve school capacity. Two, leaders must develop an open climate with positive organizational health where authenticity, respect, and trust form the basis for collaboration and collegial relationships , and where there exists a shared locus of agency. Third, STEM schools must adopt high levels of academic optimism and engagement, develop internal professional capacity, and graduate all students ready for college and careers in STEM fields. Fourth, the culture must advance a strong capacity for improvement through: collaborative leadership, student voice, and a reflective practice on pedagogy and culture. And fifth, the purpose of the STEM Leadership Coach should be clearly defined to include discourse, reflection, and action on the previous four findings so that school leaders see value in the coaching process. These research findings are important and timely to address school districts and state and national education reform platforms that seek to develop a STEM-minded teaching force, increase the intellectual STEM capital of all students, develop the P-20 STEM pipeline, and contribute to increased student achievement for all.
|Advisor:||Rodriguez, Mariela A.|
|Commitee:||Barnett, Bruce G., Garza, Encarnaction, Ruiz, Elsa C.|
|School:||The University of Texas at San Antonio|
|Department:||Educational Leadership & Policy Studies|
|School Location:||United States -- Texas|
|Source:||DAI-A 72/07, Dissertation Abstracts International|
|Subjects:||Mathematics education, Educational leadership, School administration|
|Keywords:||Academic optimism, Climate, Culture, Math reform, Mission-driven leadership, STEM, Science, technology, engineering, and mathematics, Texas|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be