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Year 2021, Volume 8, Issue 3, 156 - 175, 01.08.2021
https://doi.org/10.17275/per.21.59.8.3

Abstract

References

  • Adelman H. & Taylor, L. (2007). Systemic change for school improvement. Journal of Educational and Psychological Consultation, 17(1), 55-77. https://doi.org/10.1207/s1532768Xjepc1701_3
  • Ali, H. (2012). The quest for strategic Malaysian Quality National Primary School Leaders. International Journal of Educational Management, 26(1), 83 – 98.
  • Ali, H. (2018). Validating a model of strategic leadership practices for Malaysian vocational college educational leaders. European Journal of Training and Development, 43(1/2), 21-38. https://doi.org/10.1108/EJTD-03-2017-0022
  • Bell, L. (1998). From Symphony to Jazz: The concept of strategy in education. School Leadership & Management, 18(4), 449–460. https://doi.org/10.1080/13632439869420
  • Bellei, C., Vanni, X., Valenzuela, J. P., & Contreras, D. (2016). School improvement trajectories: An empirical typology. School Effectiveness and School Improvement, 27(3), 275–292. https://doi.org/10.1080/09243453.2015.1083038
  • Carpenter, D. (2018). Intellectual and physical shared workspace: Professional learning communities and the collaborative culture. International Journal of Educational Management, 32(1), 121–140. https://doi.org/10.1108/IJEM-05-2017-0104
  • Carvalho, M, Cabral, I., Verdasca, J. & Alves, J. M. (2018a). Participation in strategic planning and action (PSPA). A validation study. Manuscript in preparation.
  • Carvalho, M, Cabral, I., Verdasca, J. & Alves, J. M. (2018b). Strategic action processes for school improvement (SAPSI). A validation study. Manuscript in preparation.
  • Cheng, E. C. K. (2011). An examination of the predictive relationships of self-evaluation capacity and staff competency on strategic planning in Hong Kong aided secondary schools. Educational Research for Policy and Practice, 10(3), 211–223.
  • Cheung, F. & Cheng, Y. (2002). An outlier study of multilevel self-management and school performance. School Effectiveness & School Improvement, 13(3), 253-290. https://doi.org/10.1076/sesi.13.3.253.3428
  • Davies, B. (2003). Rethinking strategy and strategic leadership in schools. Educational Management & Administration, 31(3), 295–312.
  • Davies, B. (2004). Developing a strategically focused school. School Leadership & Management, 24(1), 11–27. https://doi.org/10.1080/1363243042000172796 DeVellis, R. (2012). Scale development. Theory and applications. Thousand Oaks: Sage Publications Inc.
  • Eacott, S. (2008). An analysis of research and literature on strategy in education. International Journal of Leadership in Education, 11(3), 1–37. https://doi.org/10.1080/13603120701462111
  • Elmore, R. F., Forman, M. L., Stosich, E. L., & Bocala, C. (2014). The internal coherence assessment protocol & developmental framework: Building the organizational capacity for instructional improvement in schools. Washington, DC: SERP Institute.
  • Fife-Shaw, C. (2006). Levels of measurement. In G. M. Breakwell, S. Hammond, C. Fife-Schaw, & J. A. Smith (Eds), Research Methods in Psychology (3.ª Ed.). London: Sage.
  • Friend, M. (2000). Myths and misunderstandings about professional collaboration. Remedial and Special Education, 21(3), 130–160. https://doi.org/10.1177/074193250002100301
  • Garza, E., Drysdale, L., Gurr, D., Jacobson, S. & Merchant, B. (2014). Leadership for school success: lessons from effective principals. International Journal of Educational Management, 28(7), 798-811. http://dx.doi.org/10.1108/IJEM-08-2013-0125
  • Gurley, D. K., Peters, G. B., Collins, L., & Fifolt, M. (2015). Mission, vision, values, and goals: An exploration of key organizational statements and daily practice in schools. Journal of Educational Change, 16(2), 217–242. https://doi.org/10.1007/s10833-014-9229-x
  • Hajisoteriou, C., Karousiou, C. & Angelides, P. (2018). Successful components of school improvement in culturally diverse schools. School Effectiveness and School Improvement, 29(1), 91-112. https://doi.org/10.1080/09243453.2017.1385490
  • Harris, A., Adams, D., Jones, M. S., & Muniandy, V. (2015). System effectiveness and improvement: The importance of theory and context. School Effectiveness and School Improvement, 26(1), 1–3. https://doi.org/10.1080/09243453.2014.987980
  • Harris, A. & Young, J. (2000). Comparing school improvement programmes in the United Kingdom and Canada: Lessons learned. School Leadership and Management 20(1), 31–43.
  • Ismail, S., Kanesan, A. & Muhammad, F. (2018). Teacher collaboration as a mediator for strategic leadership and teaching quality. International Journal of Instruction, 11(4), 485-498.
  • Labbé, J., Dewey, C., Weber, L., McIntyre, J., Hoekstra, K. & Klapwyk, C. (2015) Strategic planning through a participatory learning and action framework: a Kenyan study. Development in Practice, 25(2), 277-287. https://doi.org/10.1080/09614524.2015.1000828
  • Lahtero, T. & Kuusilehto-Awale, L. (2013). Realisation of strategic leadership in leadership teams' work as experienced by the leadership team members of basic education schools. School Leadership & Management, 33(5), 457-472. https://doi.org/10.1080/13632434.2013.813464
  • Leithwood, K., Jantzi, D., & McElheron-Hopkins, C. (2006). The development and testing of a school improvement model. School Effectiveness and School Improvement, 17(4), 441–464. https://doi.org/10.1080/09243450600743533
  • Louis, K. & Lee, M. (2016). Teachers’ capacity for organizational learning: the effects of school culture and context. School Effectiveness and School Improvement, 27(4), 534-556. https://doi.org/10.1080/09243453.2016.1189437
  • Machado, J. (2017). Políticas educativas para a promoção do sucesso escolar. In I. Cabral & J. M. Alves (Coord.), Da construção do sucesso escolar. Uma visão integrada (pp.11-30). V.N.G.: Fundação Manuel Leão.
  • Mbugua, F., & Rarieya, J. F. A. (2014). Collaborative strategic planning: Myth or reality? Educational Management Administration and Leadership, 42(1), 99–111. https://doi.org/10.1177/1741143213499258
  • Meyers, C. & Hitt, D. (2018). Planning for school turnaround in the United States: an analysis of the quality of principal-developed quick wins. School Effectiveness and School Improvement, 29(3), 362-382. https://doi.org/10.1080/09243453.2018.1428202
  • Ministry of Education (2016). Programa Nacional de Promoção do Sucesso Escolar — Edital de Abertura de Candidatura à apresentação de planos de ação estratégica dos Agrupamentos de Escolas/Escolas não Agrupadas com vista à promoção do sucesso escolar.
  • Myende, P. & Bhengu, T. (2015). Involvement of heads of departments in strategic planning in schools in the Pinetown District. Africa Education Review, 12(4), 632-646. https://doi.org/10.1080/18146627.2015.1112152
  • Pashiardis, P. (1994). Teacher participation in decision making. International Journal of Educational Management, 8(5), 14 – 17. http://dx.doi.org/10.1108/09513549410065693
  • Reynolds, D., Sammons, P., De Fraine, B., Van Damme, J., Townsend, T., Teddlie, C., & Stringfield, S. (2014). Educational effectiveness research (EER): a state-of-the-art review. School Effectiveness and School Improvement, 25(2), 197–230. https://doi.org/10.1080/09243453.2014.885450
  • Sarafidou, J. O., & Chatziioannidis, G. (2013). Teacher participation in decision making and its impact on school and teachers. International Journal of Educational Management, 27(2), 170–183. https://doi.org/10.1108/09513541311297586
  • Sehgal, P., Nambudiri, R. & Mishra, S. (2017). Teacher effectiveness through self-efficacy, collaboration, and principal leadership. International Journal of Educational Management, 31(4), 505-517. https://doi.org/10.1108/IJEM-05-2016-0090
  • Slater, J. (2006). Creating collaborations: from isolationism to community. International Journal of Educational Management, 20(3), 215 – 223.
  • Strunk, K. O., Marsh, J. A., Bush-Mecenas, S. C., & Duque, M. R. (2016). The best laid plans: An examination of school plan quality and implementation in a school improvement initiative. Educational Administration Quarterly, 52(2), 259–309. https://doi.org/10.1177/0013161X15616864
  • Thessin, R. A. (2015). Identify the best evidence for school and student improvement. Phi Delta Kappan, 97(4), 69–73. https://doi.org/10.1177/0031721715619923

What about us? Teachers’ participation in schools’ strategic action plans

Year 2021, Volume 8, Issue 3, 156 - 175, 01.08.2021
https://doi.org/10.17275/per.21.59.8.3

Abstract

Schools in various parts of the world adopt plans or projects to improve the quality of school processes and students’ learning. Therefore, it is important to understand the processes of strategic planning such as teachers’ participation on decision making related to school plans. Apparently a limited number of studies have hitherto been conducted on teachers’ participation in strategic planning. The purpose of this paper is to examine teachers’ participation in decision making and strategic action planning in Portuguese schools. A survey employing self-administered scales was taken. Teachers' participation, other stakeholders’ participation, planning, and decision making, professional development, plans’ importance and validation, and ownership were the dimensions considered. Data were collected from 804 Portuguese teachers. Participants reported moderate to high levels of participation in strategic action plans, but they also reported moderate to low levels of participation in overall school decisions, plans’ importance and validation, sense of ownership and recognition of relevant opportunities for professional development. These results indicate that participation and collaboration are essential determinants of plan and action success in educational contexts. The participative nature of decision making and strategic planning seems to underscore the relevance, value and adequacy of schools’ plans from the perspective of teachers. However, differences in these dimensions related to teachers’ experience and professional roles also point to lower levels of participation from some teachers, which may hinder their involvement in school actions and improvement. This study suggests the need to explore the dominant types of participation and collaboration in Portuguese schools and to analyse the importance of other variables.

References

  • Adelman H. & Taylor, L. (2007). Systemic change for school improvement. Journal of Educational and Psychological Consultation, 17(1), 55-77. https://doi.org/10.1207/s1532768Xjepc1701_3
  • Ali, H. (2012). The quest for strategic Malaysian Quality National Primary School Leaders. International Journal of Educational Management, 26(1), 83 – 98.
  • Ali, H. (2018). Validating a model of strategic leadership practices for Malaysian vocational college educational leaders. European Journal of Training and Development, 43(1/2), 21-38. https://doi.org/10.1108/EJTD-03-2017-0022
  • Bell, L. (1998). From Symphony to Jazz: The concept of strategy in education. School Leadership & Management, 18(4), 449–460. https://doi.org/10.1080/13632439869420
  • Bellei, C., Vanni, X., Valenzuela, J. P., & Contreras, D. (2016). School improvement trajectories: An empirical typology. School Effectiveness and School Improvement, 27(3), 275–292. https://doi.org/10.1080/09243453.2015.1083038
  • Carpenter, D. (2018). Intellectual and physical shared workspace: Professional learning communities and the collaborative culture. International Journal of Educational Management, 32(1), 121–140. https://doi.org/10.1108/IJEM-05-2017-0104
  • Carvalho, M, Cabral, I., Verdasca, J. & Alves, J. M. (2018a). Participation in strategic planning and action (PSPA). A validation study. Manuscript in preparation.
  • Carvalho, M, Cabral, I., Verdasca, J. & Alves, J. M. (2018b). Strategic action processes for school improvement (SAPSI). A validation study. Manuscript in preparation.
  • Cheng, E. C. K. (2011). An examination of the predictive relationships of self-evaluation capacity and staff competency on strategic planning in Hong Kong aided secondary schools. Educational Research for Policy and Practice, 10(3), 211–223.
  • Cheung, F. & Cheng, Y. (2002). An outlier study of multilevel self-management and school performance. School Effectiveness & School Improvement, 13(3), 253-290. https://doi.org/10.1076/sesi.13.3.253.3428
  • Davies, B. (2003). Rethinking strategy and strategic leadership in schools. Educational Management & Administration, 31(3), 295–312.
  • Davies, B. (2004). Developing a strategically focused school. School Leadership & Management, 24(1), 11–27. https://doi.org/10.1080/1363243042000172796 DeVellis, R. (2012). Scale development. Theory and applications. Thousand Oaks: Sage Publications Inc.
  • Eacott, S. (2008). An analysis of research and literature on strategy in education. International Journal of Leadership in Education, 11(3), 1–37. https://doi.org/10.1080/13603120701462111
  • Elmore, R. F., Forman, M. L., Stosich, E. L., & Bocala, C. (2014). The internal coherence assessment protocol & developmental framework: Building the organizational capacity for instructional improvement in schools. Washington, DC: SERP Institute.
  • Fife-Shaw, C. (2006). Levels of measurement. In G. M. Breakwell, S. Hammond, C. Fife-Schaw, & J. A. Smith (Eds), Research Methods in Psychology (3.ª Ed.). London: Sage.
  • Friend, M. (2000). Myths and misunderstandings about professional collaboration. Remedial and Special Education, 21(3), 130–160. https://doi.org/10.1177/074193250002100301
  • Garza, E., Drysdale, L., Gurr, D., Jacobson, S. & Merchant, B. (2014). Leadership for school success: lessons from effective principals. International Journal of Educational Management, 28(7), 798-811. http://dx.doi.org/10.1108/IJEM-08-2013-0125
  • Gurley, D. K., Peters, G. B., Collins, L., & Fifolt, M. (2015). Mission, vision, values, and goals: An exploration of key organizational statements and daily practice in schools. Journal of Educational Change, 16(2), 217–242. https://doi.org/10.1007/s10833-014-9229-x
  • Hajisoteriou, C., Karousiou, C. & Angelides, P. (2018). Successful components of school improvement in culturally diverse schools. School Effectiveness and School Improvement, 29(1), 91-112. https://doi.org/10.1080/09243453.2017.1385490
  • Harris, A., Adams, D., Jones, M. S., & Muniandy, V. (2015). System effectiveness and improvement: The importance of theory and context. School Effectiveness and School Improvement, 26(1), 1–3. https://doi.org/10.1080/09243453.2014.987980
  • Harris, A. & Young, J. (2000). Comparing school improvement programmes in the United Kingdom and Canada: Lessons learned. School Leadership and Management 20(1), 31–43.
  • Ismail, S., Kanesan, A. & Muhammad, F. (2018). Teacher collaboration as a mediator for strategic leadership and teaching quality. International Journal of Instruction, 11(4), 485-498.
  • Labbé, J., Dewey, C., Weber, L., McIntyre, J., Hoekstra, K. & Klapwyk, C. (2015) Strategic planning through a participatory learning and action framework: a Kenyan study. Development in Practice, 25(2), 277-287. https://doi.org/10.1080/09614524.2015.1000828
  • Lahtero, T. & Kuusilehto-Awale, L. (2013). Realisation of strategic leadership in leadership teams' work as experienced by the leadership team members of basic education schools. School Leadership & Management, 33(5), 457-472. https://doi.org/10.1080/13632434.2013.813464
  • Leithwood, K., Jantzi, D., & McElheron-Hopkins, C. (2006). The development and testing of a school improvement model. School Effectiveness and School Improvement, 17(4), 441–464. https://doi.org/10.1080/09243450600743533
  • Louis, K. & Lee, M. (2016). Teachers’ capacity for organizational learning: the effects of school culture and context. School Effectiveness and School Improvement, 27(4), 534-556. https://doi.org/10.1080/09243453.2016.1189437
  • Machado, J. (2017). Políticas educativas para a promoção do sucesso escolar. In I. Cabral & J. M. Alves (Coord.), Da construção do sucesso escolar. Uma visão integrada (pp.11-30). V.N.G.: Fundação Manuel Leão.
  • Mbugua, F., & Rarieya, J. F. A. (2014). Collaborative strategic planning: Myth or reality? Educational Management Administration and Leadership, 42(1), 99–111. https://doi.org/10.1177/1741143213499258
  • Meyers, C. & Hitt, D. (2018). Planning for school turnaround in the United States: an analysis of the quality of principal-developed quick wins. School Effectiveness and School Improvement, 29(3), 362-382. https://doi.org/10.1080/09243453.2018.1428202
  • Ministry of Education (2016). Programa Nacional de Promoção do Sucesso Escolar — Edital de Abertura de Candidatura à apresentação de planos de ação estratégica dos Agrupamentos de Escolas/Escolas não Agrupadas com vista à promoção do sucesso escolar.
  • Myende, P. & Bhengu, T. (2015). Involvement of heads of departments in strategic planning in schools in the Pinetown District. Africa Education Review, 12(4), 632-646. https://doi.org/10.1080/18146627.2015.1112152
  • Pashiardis, P. (1994). Teacher participation in decision making. International Journal of Educational Management, 8(5), 14 – 17. http://dx.doi.org/10.1108/09513549410065693
  • Reynolds, D., Sammons, P., De Fraine, B., Van Damme, J., Townsend, T., Teddlie, C., & Stringfield, S. (2014). Educational effectiveness research (EER): a state-of-the-art review. School Effectiveness and School Improvement, 25(2), 197–230. https://doi.org/10.1080/09243453.2014.885450
  • Sarafidou, J. O., & Chatziioannidis, G. (2013). Teacher participation in decision making and its impact on school and teachers. International Journal of Educational Management, 27(2), 170–183. https://doi.org/10.1108/09513541311297586
  • Sehgal, P., Nambudiri, R. & Mishra, S. (2017). Teacher effectiveness through self-efficacy, collaboration, and principal leadership. International Journal of Educational Management, 31(4), 505-517. https://doi.org/10.1108/IJEM-05-2016-0090
  • Slater, J. (2006). Creating collaborations: from isolationism to community. International Journal of Educational Management, 20(3), 215 – 223.
  • Strunk, K. O., Marsh, J. A., Bush-Mecenas, S. C., & Duque, M. R. (2016). The best laid plans: An examination of school plan quality and implementation in a school improvement initiative. Educational Administration Quarterly, 52(2), 259–309. https://doi.org/10.1177/0013161X15616864
  • Thessin, R. A. (2015). Identify the best evidence for school and student improvement. Phi Delta Kappan, 97(4), 69–73. https://doi.org/10.1177/0031721715619923

Details

Primary Language English
Subjects Education and Educational Research
Journal Section Research Articles
Authors

Marisa CARVALHO (Primary Author)
Universidade Católica Portuguesa
0000-0002-6169-8567
Portugal


Ilídia CABRAL
Universidade Católica Portuguesa
0000-0003-2141-044X
Portugal


José VERDASCA
Universidade de Évora
0000-0002-4099-421X
Portugal


José ALVES
Universidade Católica Portuguesa
0000-0002-9490-9957
Portugal

Thanks This study was funded by EDULOG - Fundação Belmiro de Azevedo and by the Portuguese Foundation for Science and Technology (Ref. UID/CED/04872/2019).
Publication Date August 1, 2021
Published in Issue Year 2021, Volume 8, Issue 3

Cite

APA Carvalho, M. , Cabral, I. , Verdasca, J. & Alves, J. (2021). What about us? Teachers’ participation in schools’ strategic action plans . Participatory Educational Research , 8 (3) , 156-175 . DOI: 10.17275/per.21.59.8.3