An analysis of school-based management dimensions in four Florida school districts

Date of Award




Degree Name

Doctor of Philosophy (Ph.D.)


Educational Leadership

First Committee Member

John H. Croghan, Committee Chair


The purpose of this study was to examine dimensions in four school districts in the state of Florida whose leadership reported having a strong program of School Based Management and from that examination suggest a framework for the initiation of a School Based Management program. This examination was conducted with the use of a survey instrument, the "Trouble-Shooting" Checklist for School-Based Settings (TSC), developed to assist educational change agents in the assessment of organizational variables predictive of an institution's method of successfully adopting innovations. The educational programs in the four districts studied were studied with respect to certain background demographic variables and the seven sub-scales of the TSC.Total scale scores and variable scores were obtained for each of the seven sub-scales and one hundred variable statements on the TSC from each of the four school districts evaluated. Descriptive statistics were employed to graph and compare the scale scores of the districts evaluated. A two-way analysis of variance, ANOVA, was employed to discover the relationship between the sub-scales of "Innovation' and "Organizational Climate" and the demographic background variables of age and sex. Age and sex were chosen because the literature has suggested these independent variables might greatly affect attitudes toward innovation. A regression design was used to evaluate which variables predicted the most.Attitudes toward educational change and innovation with respect to sub-scale scores on the evaluation instrument have shown males to be more conservative than females. Age seems to be a stronger predictor of a higher more positive scale score than sex. An "open" channel of school communication is rated as the most important variable for adoption of educational innovations in all districts studied, while, in actuality, freedom from the central administration was occurring at a very low level in the districts evaluated. Ancillary findings reported in this study include the fact that age of a school's faculty has no relationship to the faculty attitude toward innovation or willingness to work on efforts necessary to adopt an educational innovation, and although it is necessary that freedom from the central administration is a requirement for individual schools to develop their own form of an educational innovation, that freedom is often not given.


Education, Administration

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