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Accreditation as a Framework for School Improvement: A Quantitative Study

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Title: Accreditation as a Framework for School Improvement: A Quantitative Study
Language: English
Authors: Michael A. Burroughs
Source: ProQuest LLC. 2023Ed.D. Dissertation, Southeastern University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 112
Publication Date: 2023
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Secondary Education
Descriptors: Administrators, Christianity, Religious Schools, Elementary Schools, Secondary Schools, Accreditation (Institutions), Leadership Effectiveness, Instructional Improvement, Capacity Building
ISSN: 3799-1760
ISBN: 979-83-7991-760-9
Abstract: This study investigated the perceptions of heads of schools from accredited schools concerning whether the accreditation process, as prescribed by the League of Christian Schools (LCS), leads to improvement in leadership capacity and the impact of instruction on the learning environment. The League of Christian Schools has developed an accreditation process that is based in systems theory as espoused by Senge (2006), which contributed to the theoretical framework for this study. Administrators in LCS member K12 schools provided 25 responses to an anonymous on-line survey. Quantitative data were collected and analyzed to determine perceptions regarding increased organizational capacities in the years following initial accreditation. The major finding of this research study is the strong belief by Christian school administrators that the LCS accreditation process has improved the school over time. The mean score perceptions regarding the effect accreditation has on leadership capacity was 4.22, which was statistically significant (t (24) = 11.91; p < 0.001) with a huge effect (d = 2.38). Concerning Leadership Capacity, eighty percent (80%) responded that they "agreed" (50.9%) or "strongly agreed" (37.1%) that the accreditation process increased leadership capacity. Concerning Instructional Capacity, a one sample t test showed statistical significance (t [subscript (24)] = 9.99; p < 0.001) of study participant mean score of 4.20 when asked about improved instruction. The effect was huge (d = 2.00). For perceptions of the impact of accreditation on the instructional program, over eighty-six percent (86.5%) either "agreed" (49.5%), or "strongly agreed" (37.1%) to instructional improvement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2023
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30570245
Accession Number: ED637493
Database: ERIC
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  Data: This study investigated the perceptions of heads of schools from accredited schools concerning whether the accreditation process, as prescribed by the League of Christian Schools (LCS), leads to improvement in leadership capacity and the impact of instruction on the learning environment. The League of Christian Schools has developed an accreditation process that is based in systems theory as espoused by Senge (2006), which contributed to the theoretical framework for this study. Administrators in LCS member K12 schools provided 25 responses to an anonymous on-line survey. Quantitative data were collected and analyzed to determine perceptions regarding increased organizational capacities in the years following initial accreditation. The major finding of this research study is the strong belief by Christian school administrators that the LCS accreditation process has improved the school over time. The mean score perceptions regarding the effect accreditation has on leadership capacity was 4.22, which was statistically significant (t (24) = 11.91; p &lt; 0.001) with a huge effect (d = 2.38). Concerning Leadership Capacity, eighty percent (80%) responded that they &quot;agreed&quot; (50.9%) or &quot;strongly agreed&quot; (37.1%) that the accreditation process increased leadership capacity. Concerning Instructional Capacity, a one sample t test showed statistical significance (t [subscript (24)] = 9.99; p &lt; 0.001) of study participant mean score of 4.20 when asked about improved instruction. The effect was huge (d = 2.00). For perceptions of the impact of accreditation on the instructional program, over eighty-six percent (86.5%) either &quot;agreed&quot; (49.5%), or &quot;strongly agreed&quot; (37.1%) to instructional improvement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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      – Text: English
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        PageCount: 112
    Subjects:
      – SubjectFull: Administrators
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      – SubjectFull: Christianity
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      – SubjectFull: Religious Schools
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      – SubjectFull: Elementary Schools
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      – SubjectFull: Secondary Schools
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      – SubjectFull: Accreditation (Institutions)
        Type: general
      – SubjectFull: Leadership Effectiveness
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      – SubjectFull: Instructional Improvement
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      – SubjectFull: Capacity Building
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      – TitleFull: Accreditation as a Framework for School Improvement: A Quantitative Study
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