Publication Date

10-1-2021

Document Type

Article

Publication Title

Educational Leadership and Administration: Teaching and Program Development

Volume

33

First Page

40

Last Page

55

Abstract

School climate is important for continuous improvement. California's LCFF requires districts to report on school climate and use data to inform decision making. Qualitative data, derived from an explanatory sequential mixed-methods study, explored three belief constructs and sub-groups by response patterns. Education leaders have a range of beliefs that influence policy implementation, and they need quality data to guide meaningful change in efforts to meet increasingly diverse needs of students. To capitalize on the opportunity inherent in the LCFF, leaders must believe it is important, have the capacity to use data, and trust the data.

Keywords

Superintendents, Administrator Attitudes, Beliefs, Educational Environment, School Culture, Data Use, Decision Making, Educational Policy, Program Implementation, Policy Formation, Educational Assessment, Accountability, School Districts, Funding Formulas, Educational Improvement

Comments

This article originally appeared in Educational Leadership and Administration: Teaching and Program Development, Volume 33, 2021. The article can also be found online at: https://eric.ed.gov/?id=EJ1318525.

Department

Public Health and Recreation

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