Teacher Perceptions Regarding Administrative Decision-Making at a Predominately Mexican American High School in Academic Jeopardy
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The purpose of this this mixed methods study, utilizing survey and interview data, was to present teacher perceptions regarding the decision-making process and outcomes of school administrators for a South Texas school that is in accountability jeopardy. The study took into consideration whether administrative practices were genuine regarding student success, especially when fifty-two percent of the population consists of English Language Learners. The researcher proposed to document teacher perceptions about administrative practices and the relationship to accountability mandates, high-stakes state assessments, and the true mission of the school. The theoretical framework for this study regarding decision-making by school administration utilizes the lenses of mindfulness and sense-making. A sequential explanatory design allowed for the collection and analysis of quantitative data followed by a collection and analysis of qualitative data. The findings gathered through teacher mindfulness surveys and interviews indicated that all ninety-one participants strongly felt that although school administrators were mindful of the school mission that administrative practices focused greatly on accountability compliance. The majority of participants did indicate that school administrators were good stewards of the organization, but a solid majority indicated that goals were not genuine to the school mission. At a high school with a population that comprised fifty-two percent English Language Learners was in academic jeopardy as defined by federal and state accountability mandates and high-stakes testing practice directed at securing only compliance numbers, marginalizes genuine instruction. Recommendations for practice include the development of organizational mission statements that take into account accountability and compliance mandates and that reinforce proactive procedures for planned and unplanned events. Administrators must be collegial in sharing best practices with other organizations. Recommendations for further study include expanding this study to include other organizations with similar demographics and compliance challenges and the examination of administrative decision-making practices on specific instructional disciplines. School administrators must be mindful of these situations and use sense-making practices to make the right decision. School administrators must also insure that mission statements, goals, and objectives are more in line with the true direction of the organization.
Alonzo, Elias (2017). Teacher Perceptions Regarding Administrative Decision-Making at a Predominately Mexican American High School in Academic Jeopardy. Doctoral dissertation, Texas A & M University. Available electronically from