The Relationship between Organizational Structure and School Performance in Selected Florida and South Georgia Elementary Schools
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Authors
Baldy, Tabathia S.
Issue Date
2013-05-13
Type
Thesis
Language
en_US
Keywords
Schools -- Organizational structure , School -- performance , School -- improvement , School -- culture , Organizational culture , School Culture Survey , Mathematics , Elementary Schools -- Georgia , Elementary Schools -- Florida , Schools -- High performing , Schools -- Low performing , FCAT , CRCT , Elementary and Secondary Education Act , No Child Left Behind , Common Core State Standards , Race to the Top , American Recovery and Reinvestment Act of 2009 , Georgia Department of Education , Florida Department of Education
Alternative Title
Abstract
The purpose of this study was to determine whether a relationship existed between organizational structure, as measured by the School Culture Survey (SCS), and school performance in selected low and high performing elementary schools in Florida and South Georgia. The purpose was also to determine if there was a statistically significant difference in the organizational structure of selected low and high performing elementary schools in Florida and South Georgia. The working definition of organizational structure was the framework for the “processes that characterize the way the school conducts its business” (Schoen & Teddlie, 2008, p. 140). These processes include: a) collaborative decision making, b) concern for school/stakeholders, c) continual school improvement focus, d) empowerment, e) human (needs) resources, f) intent/direction, g) leadership, h) management of excellence, i) professionalism, and j) teaming (Green, 2000b). Various researchers defined culture as the complex system of basic assumptions, beliefs, norms, values, behaviors, practices, and traditions, as well as visible artifacts that are deeply ingrained in an organization (Barth, 2004; Bosworth, 2000; Maslowski, 2001, 2006; Schein, 1993, 1996; Senge, 1990).
Six elementary schools from Florida and South Georgia, selected by convenience, participated in the study, which measured school performance by the three year average percentage of students passing the mathematics portion of the FCAT (Florida) and CRCT (Georgia). The study considered low performing schools as those with a three year average pass rate of 70% or less, and high performing schools as those with a three year pass rate of 80% or more. A T test of independent means determined a statistically significant difference in the organizational structure of the selected low and high performing schools with a p-value of .0346. A Pearson’s r correlation revealed a moderately strong positive correlation at the 0.7382 level between organizational structure and school performance in the selected low and high performing schools in Florida and South Georgia. The study includes a descriptive analysis outlining the details of each school’s performance on the SCS. Findings may assist school administrators in identifying deficient areas within their school’s organizational structure. School administrators may have interest in the high performing schools’ highest rating and the largest divergence from the low performing schools.
Description
A dissertation, “The Relationship between Organizational Structure and School Performance in Selected Florida and South Georgia Elementary Schools,” by
Tabathia S. Baldy