EXAMINING EVIDENCE-BASED MANAGEMENT SKILLS in PUBLIC SCHOOL ADMINISTRATORS by Michael Leitera Submit
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KNOWLEDGE BASE REVISITED: EXAMINING EVIDENCE-BASED MANAGEMENT SKILLS IN PUBLIC SCHOOL ADMINISTRATORS By Michael Leitera Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor in Educational Leadership YOUNGSTOWN STATE UNIVERSITY December, 2019 KNOWLEDGE BASE REVISITED: EXAMINING EVIDENCE-BASED MANAGEMENT SKILLS IN PUBLIC SCHOOL ADMINISTRATORS Michael T. Leitera I hereby release this dissertation to the public. I understand that this dissertation will be made available from the OhioLINK ETD Center and the Maag Library Circulation Desk for public access. I also authorize the University or other individuals to make copies of this thesis as needed for scholarly research. Signature: ________________________________________________ Michael T. Leitera, Student Date Approvals: Dr. Karen H. Larwin, Dissertation Chair Date Dr. Lauren Cummins, Committee Member Date Dr. Patrick Spearman, Committee Member Date Dr. Vaughn Bicehouse, Committee Member Date Dr. Salvatore A. Sanders, Dean of Graduate Studies Date ii Abstract 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 iii 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. Keywords: Evidence-based management, leadership, management, World Management Survey, Professional Standards for Educational Leaders iv Acknowledgements I would like to thank first and foremost Dr. Karen Larwin, my dissertation chair. Many would have given up on the prodigal student. Sometimes expert, often times motivator, always the exemplar of what a teacher can and should be. Your steadfast support helped through times of dissolution and doubt, to come to a place of pride and accomplishment. You will always have my deepest gratitude and utmost respect. I would like to thank my dissertation committee. Dr. Vaughn Bicehouse, Dr. Lauren Cummins, and Dr. Patrick T. Spearman. Your ideas and sometimes differing opinions helped me to look at the study and overall process in a different and engaging manner. Your time and support are forever appreciated. I would like to thank Leslie Reedy for her support and editorial expertise. I came to the project disliking APA, left the project disliking APA, but leaving it with gratefulness and respect for a superb editor and even more wonderful human being. I would like to thank my original cohort and my adoptive cohort, both of which brought ideas, support, and humor to a sometimes harrowing experience. I would also like to thank all the administrators and teachers I have worked with and for in the past. While I hope to have had a positive impact on their lives, they certainly have had a tremendous impact on mine. v I would also like to thank my past supervisors, Dr. Matthew McKinley, Dr. David Parry, Dr. David Anney, Mr. Bret Trotta, and Dr. Dale Lumley. They saw something in me that I still have to question their judgement over to this day. For your tolerance and confidence, I am eternally grateful. To my partner in doctoral and statistical crime, Dr. David Zupsic. We became friends getting our master’s degrees, even closer getting our doctorates. Your support, ideas, and constant curiosity have kept me constantly striving to be better both professionally and personally. I would also like to thank the students, past and present, which have inspired, learned, loved, and grown throughout my career. You have been the fuel and inspiration for this study and for a profoundly enjoyable career. vi Dedication I dedicate this dissertation to my family and friends. To my children, Michael, Gennaro, and Lucian. You are the best part of my life and my greatest inspiration. I finish this work to teach you the importance of dedication and passion, but you have taught me much more about love and strength than I can ever give back to you. This work would not have been completed without you. I am proud of the young men that you are and will become. To my wife, Wendy. You are the true strength of our family. You have been there since before I became a teacher and stayed through this work. Whatever I have accomplished, it is because of you. Of everyone, this truly would not have been finished if not for your support and constant work of making our family stronger. To my father, John Leitera. Thank you for always being there for me, even when it was not easy. You have taught me the meaning of unconditional love, and I still strive to be the parent you were to me. You are the most intelligent and thoughtful person I know. To my mother, Karen Leitera. I know all Italian boys say their mother is a saint, but this boy is right. You are the most kind and compassionate person I have encountered in this life, and your lessons have been taught through your example of living every day. vii To my parents through marriage, Anthony and Cookie. You have made me a part of your family. You have been the strongest support to my family and have shown our children tremendous love and support. Thank you. To my brother John and Stephanie, and brother-in-law Brian and little sister Sara. You have been wonderful uncles and aunts to my children and brought beautiful and wonderful cousins into my children’s world. Thank you for being the best brother and sister I could hope to have and for continuing to strengthen our extended family. To my friends. You are all a part of this and the best part of me. I have been so lucky in this life to have friends too numerous to list, and too wonderful to put into words. viii Table of Contents Chapter 1 Background and Conceptual Underpinnings for the Study 1 Statement of the Problem 6 Purpose of the Study 9 Positionality Statement 14 Environment for the Study 15 Research Questions 17 Definition of Key Terms 17 Chapter 2 Review of Literature Historical Background/Context: Management and leadership- defined and contrasted 20 Management science influences- pre and industrial revolution 23 Rise of the behavioral sciences…and other scientific management 32 Theory movement and logical positivism 36 Paradigm wars…post-modernism, big tents, and hegemonic modernists 39 A postmodern perspective and a larger tent 48 Exclusionary practices that derail a knowledge base 51 Utilitarianism unbound, otherists, and potential solutions 55 Necessity of the evidence-based management function in educational administration Management Science, the accountability movement and social justice 64 Evidence-based management and applying to educational leadership 73 Evidence-based management, exclusivity, and the uniqueness paradox 76 Evidence-based practice as an organizational catalyst and improvement tool 83 Evidence-based management, evidence, and the knowing-doing gap 86 Chapter 3 Methodology Overview and research questions 95 Participants 96 Instrumentation 96 Validity and Reliability 97 Data Collection Methods and Tools 103 Survey Questions Six through 25 104 Research Questions One through Four 104 Summary 105 Chapter 4 Data Analysis Data analysis overview 107 Research questions 107 Description of sampling 108 Descriptive statistics 108 Preliminary data analysis 111 Operation management 112 Performance monitoring 112 ix Target-setting 112 Talent management 112 Research question 1 113 Research question 2 114 Research question 3 114 Research question 4 116 Research question 5 117 o Narrative response questions 117 . Leadership vision 118 . Role definition and link to performance 120 . Individual school leaders’ accountability 123 Summary 126 Chapter 5 Discussion Discussion 128 Summary 129 Research Questions 130 Research Question One 131 Research Questions Two and Three 132 Research Question Four 132 Research Question Five 132 Interpretation of Results 133 Research Question Five - Narrative