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Knowledge Base Revisited: Examining Evidence-Based Management Skills in Public School Administrators

Leitera, Michael Thomas
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1575391365203047

Abstract Details

2019, Doctor of Education (Educational Leadership), Youngstown State University, Department of Teacher Education and Leadership Studies.
Research supports the theory that evidence-based management practices increase efficiencies in organizations. This study explores the use of evidence-based management among school principals and recognizes the differences with the autonomy and accountability of school system administrators. The review of literature examines the history of management in education, the ongoing debate over a knowledge base for educational administration, positivism and postmodern considerations, and a more utilitarian approach to the epistemological debate in educational leadership. The research study instrument is based upon an adapted World Management Survey, Education Instrument (World Management Survey, n.d.) and uses forced-choice survey and narrative response formats. Basic descriptive statistics were computed and analyzed and indicated a moderate level of application [operations, (M= 3.6), performance, (M= 3.69), target, (M= 3.45), and talent, (M= 3.02)] for each of the management factors measured by the survey. Pearson’s zero-order correlational analysis was conducted on items six through 25 from the forced-choice section of the survey and indicated positive significant relationships between and among most items (p< .05). Narrative responses regarding school leader and system autonomy and accountability present greater variance and suggest that systems’ use of evidence-based management diverges significantly. Suggestions from the research include evidence-based management may provide an integrative framework for educational administrators and provide a path for effective and efficient implementation of system goals and vision. Suggestions for further research include examining the overreliance on context and perceived uniqueness of school systems, the synergy between social justice goals and evidence-based management, evidence-based management’s inclusion to the knowledge base for educational administration, and inclusion among preparation programs for principals.
Karen Larwin, PhD (Committee Chair)
Lauren Cummins, PhD (Committee Member)
Patrick Spearman, PhD (Committee Member)
Vaughn Bicehouse, EdD (Committee Member)
247 p.
Education History; Educational Leadership; Educational Theory; Epistemology; Management; Organizational Behavior
Evidence Based Management; leadership; management; World Management Survey; Professional Standards for Educational Leaders

Recommended Citations

Citations

  • Leitera, M. T. (2019). Knowledge Base Revisited: Examining Evidence-Based Management Skills in Public School Administrators [Doctoral dissertation, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1575391365203047

    APA Style (7th edition)

  • Leitera, Michael. Knowledge Base Revisited: Examining Evidence-Based Management Skills in Public School Administrators . 2019. Youngstown State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1575391365203047.

    MLA Style (8th edition)

  • Leitera, Michael. "Knowledge Base Revisited: Examining Evidence-Based Management Skills in Public School Administrators ." Doctoral dissertation, Youngstown State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1575391365203047

    Chicago Manual of Style (17th edition)

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© 2019, all rights reserved.
This open access ETD is published by Youngstown State University and OhioLINK.