Degree Type

Dissertation

Date of Award

2003

Degree Name

Doctor of Philosophy

Department

Educational Leadership and Policy Studies

First Advisor

Mack C. Shelley, II

Abstract

This dissertation research investigated stakeholders' perceptions of the alignment, and the importance of the alignment, of policies with elements of education policy that are consistent with an enabling learning environment that supports student achievement. A self-report questionnaire was constructed and piloted to measure local school district stakeholders' (administrators', teachers', school board members', parents', and community members') perceptions and to collect preliminary data describing these perceptions using a statewide purposive sample of stakeholders. A subsequent survey using the self-report questionnaire, if demonstrated to be reliable and valid, to be conducted with a larger, statewide representative sample of stakeholders, is intended to inform policymakers and stakeholders. Using data from the pilot study, the self-report questionnaire demonstrated high internal consistency for the total scale and for all subscales except Influence, so separate items were used to measure perceived influence on policies. Although the magnitude of Cronbach's alpha coefficient of reliability for the total score was higher than the alpha values for most of the subscales, there were no significant differences in total scores among stakeholders grouped by role, district, or demographics, unlike a number of significant differences in subscale scores. These results indicate that while the total instrument measures an underlying construct---enabling learning environment---the subscales measure important discriminating subconcepts, describing specific elements of the more general construct. Test-retest values for the total score and the subscales were of magnitudes adequate for stability of the instrument for subsequent use. Content analysis of two open-ended items on the questionnaire suggested several revisions of the instrument to be considered and tested for subsequent use.;The pilot survey findings suggest several implications for education practice, research, and policy development that should be considered for future programming, systematic studies, and policymaking. Attention to these implications and recommendations will contribute to movement of the discipline forward in providing enabling learning environments for optimal student achievement in all Iowa school districts.

DOI

https://doi.org/10.31274/rtd-180813-12810

Publisher

Digital Repository @ Iowa State University, http://lib.dr.iastate.edu

Copyright Owner

Robin Leigh Maas-Galloway

Language

en

Proquest ID

AAI3105090

File Format

application/pdf

File Size

243 pages

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