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Description / Abstract
School reform efforts, though the subject of a great deal of scrutiny and research since the
publication of A Nation at Risk in 1983, have resulted in negligible positive net results for
student achievement on any of our current scales of measurement. Additionally, our current school system has yet to fully or successfully pivot to a twenty-first century school model that meets the changing needs of our students or economy. The participatory action research presented here applies a complex systems theory lens to the school improvement process, particularly in Washington State but with broader applications, in order to determine the effects on the individual and collective efficacy on a group of educational leaders. The data collected indicate that the process utilized to research and the theoretical framework of complex systems theory both result in a more holistic approach to school improvement that increased the individual and collective efficacy of the educational leaders who participated in the research process. Because efficacy is a research-based critical component of school reform efforts, this complex systems theory approach to school reform is a potential model for school improvement efforts given continued field research to confirm the findings presented here.
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This material is used by permission of the rightsholder in accordance with the terms of the relevant content release. As a user, you have permission to use this content and download a copy for non-commercial use only. Downloading multiple quantities of this resource is expressly forbidden.
KeywordsComplex systems theory, School improvement, Participatory action research
Degree AwardedDoctor of Education in Educational Leadership
Awarding InstitutionNorthwest Nazarene University
Committee MembersDarik Williams, Steve Leifsen
Supervisor or ChairJohn Miller
Peer Reviewed?No
Collections With This Resource
NNU Graduate Education Dissertations
155 Resources
- Education
- English
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