Date of Award

2012

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum, Instruction, and Media Technology

Abstract

The purpose of this study was to examine the perceived strengths and limitations of the AdvancED/NCA district model of accreditation. Indiana public school superintendent, principal, and teacher results were examined in order to determine effective systems model improvement efforts. The survey results of district-accredited staff members from three dissimilar classifications were statistically analyzed in order to draw conclusions about their differing attitudes and beliefs of the AdvancED/NCA district school improvement model. Four null hypotheses were tested utilizing Microsoft Excel and ANOVA through SPSS. The study examined perceptual differences among superintendents, principals, and teachers regarding AdvancED/NCA district accreditation school reform variables (vision/leadership, collaboration, engagement, and implementation integrity). The survey was sent to 207 educators employed in AdvancED/NCA district-accredited schools. The names and addresses were secured through the Indiana Department ofEducation's database. A total of 78 completed surveys were returned via mail to the investigator. Therefore, 38% of the educators invited to participate in the survey returned completed surveys. Three of the four null hypothesis statements were accepted. There was no significant difference in perceptions among Indiana AdvancED/NCA district-accredited public school superintendents, principals, and classroom teachers with respect to vision/leadership, collaboration, and implementation integrity. One null hypothesis statement was rejected. The data revealed there was a significant difference in the perceptions among Indiana AdvancED/NCA district-accredited public school superintendents, principals, and classroom teachers with respect to engagement ( F 2, 74 = 3.38, p < .05, η 2 = .08). The post hoc test did not reveal a significant difference in scores. However, it should be noted that the results of teachers and superintendents ( p = .057) revealed a marginally significant difference in engagement scores with a small effect size of 8%.

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