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improvement of organizational health as experienced by teachers and administrators in selected schools of Conroe Independent School District
attitudes, behaviors, and events that accompanied the dramatic improvement in organizational health of two elementary schools in the Conroe Independent School District over a three-year period, 1993-96. In addition, the Endings were compared in an effort to identify common strategies and highlight the unique opportunities seized by each school. Five research questions guided the study: 1. How did the principal's behavior relate to the organizational health of each of the two selected schools? 2. How did the teachers' behaviors relate to the organizational health of each of the two selected schools? 3. What events or strategies had clear positive impact on the organizational health of the two selected schools? 4. What identified behavior changes, events, and strategies did the selected schools have in common? 5. What identified behavior changes, events, and strategies were different among the selected schools? Findings of the study indicated that during the years that the organizational health in each school was improving, the principal's leadership style became more collaborative. Teachers in both schools became more involved in the decision making process', and as the site-based decision making teams gained strength and momentum, teachers accepted more responsibility for meaningful school improvement. Also occurring at the same time as the dramatic improvement in organizational health, teachers and administrators in Conroe Independent School District were engaged in stag development activities that provided basic tools for determining readiness for change and for group problem solving. Training was also provided in the process of collaborative decision making and the concepts of program evaluation and continuous improvement. Teachers and administrators also received training in different instructional models which enabled them to make more informed decisions when addressing needs specific to their individual schools. Concurrent endings in the two schools that participated in this study suggest that training in skills and processes involved in collaboration and informed decision making enhance the confidence and effectiveness of the site-based decision making teams. Since time and staff-turn-over often erode the levels of knowledge and skills, the implication is that these important training opportunities be repeated periodically.
"Major Subject: Educational Administration".
Issued also on microfiche from University Microfilm Inc.
Includes bibliographical references (leaves 127-132).