dc.contributor.author	Vining, Mary Beth
dc.coverage.spatial	United States, Georgia.	en_US
dc.date.accessioned	2018-06-10T16:51:59Z
dc.date.available	2018-06-10T16:51:59Z
dc.date.issued	2018-05
dc.identifier.citation	Vining, Marci Beth. "The Influence of Organizational Structure on Teacher Empowerment: A Case Study of a Title I Elementary School," M.Ed., diss., Valdosta State University, 2018. http://hdl.handle.net/10428/3092.
dc.identifier.other	E9B46255-7EA3-1F81-40A4-F1B29388F4C9	UUID
dc.identifier.uri	http://hdl.handle.net/10428/3092
dc.description.abstract	This instrumental case study design addressed the lack of improvement in Georgia's Title I elementary schools. The purpose was to interview grade level teams and six individual teachers in a low-performing Title I school to determine if and to what degree organizational structure influenced empowerment and the teachers' ability to work effectively together. Using Covey‟s Maturity Continuum as the metric, teachers in a low-performing Georgia Title I elementary school were interviewed regarding the impact of organizational structure on their abilities to work effectively together. The findings in this study may provide national policy makers, federal and state departments of education, university and college teacher preparation programs, and regional and local education units with research and insights on how to better structure Georgia schools. The researcher found that the hierarchal structure created by administrators influenced Title I teachers to work dependently. The structure created by the administrators did not promote interdependency. The imposed structure included mandatory protocols, definitive decision-making, and absolute expectations, and lines of authority, which seemed not to have any effect on bottom-line measures of success. Perhaps there is a disconnect between teachers‟ definitions and understanding of empowerment and interdependence in this particular school which may apply to other schools as well. In a final analysis, it is the researcher'‟s opinion that in schools where structures impede interdependence there is a likelihood of continued low performance. Keywords: structural frame, empowerment, Covey's Maturity Continuum, low-performing Georgia Title I elementary school, organizational structure,	en_US
dc.description.tableofcontents	Chapter I. INTRODUCTION 1 \| Overview 1 \| Statement of the Problem 2 \| Purpose 3 \| Research Questions 3 \| Significance of the Study 4 \| Conceptual Framework 4 \| Summary of Methodology 6 \| Limitations 6 \| Chapter Summary 7 \| Definition of Terms 8 \| Chapter II. LITERATURE REVIEW 14 \| Introduction 14 \| Statement of the Problem 14 \| Purpose 14 \| Research Questions 15 \| Significance of the Study 15 \| Conceptual Framework 16 \| Summary of Methodology 16 \| Description of the Problem 17 \| Focus on Teacher Quality 19 \| Structure and Title I Schools 23 \| Organizational Theory 27 \| Bolman and Deal‟s Structural Frame 29 \| Factors of the Structural Frame 31 \| Organizational Structure and Empowerment 38 \| Leadership Perceptions of Empowerment 41 \| Teachers‟ Perceptions of Empowerment 43 \| The Structure of Effective Teamwork 44 \| Social Capital 45 \| Significance of Social Capital Theory 50 \| Covey‟s Maturity Continuum 50 \| Chapter Summary 55 \| Chapter III. METHODOLOGY 57 \| Researcher Design and Rationale. 58 \| Setting 61 \| Role of the Researcher 64 \| Participant Selection 66 \| Instrumentation 68 \| The Self-Inventory Survey 68 \| Individual Interviews 72 \| Data Collection 73 \| Individual Interviews 73 \| Observations 74 \| Memoing 74 \| Data Analysis 75 \| First Coding Cycle 76 \| Second Coding Cycle 78 \| Third Coding Cycle 80 \| Issues of Trustworthiness 82 \| Credibility 82 \| Dependability 83 \| Transferability 84 \| Confirmability 85 \| Ethical Procedures 85 \| Chapter Summary 89 \| CHAPTER IV. PARTICIPANT PROFILES 90 \| Summary of Participant Narrative Profiles 90 \| Ruth. 91 \| Sophia 96 \| Wendy 100 \| Naomi 105 \| Shelby 109 \| Kate 115 \| Chapter Summary 120 \| CHAPTER V. DISCUSSION OF THEMES 121 \| Organizational Structure of the School 123 \| Simple Hierarchy: Chain of Command 125 \| Perceptions of Responsibility 126 \| Leadership Teams 131 \| The Decision-Making Process 136 \| Nature of Teamwork 142 \| Common Commitment or Compliance 143 \| Accountability 146 \| Communication Networks 151 \| Relationships 152 \| Trust Agreements 153 \| Level of Maturity 155 \| Baseball 159 \| Football 161 \| Basketball 163 \| Empowerment and the Human Resource Frame 165 \| Chapter Summary 170 \| CHAPTER VI. CONCLUSION 171 \| Introduction 171 \| Research Questions 172 \| Interpretation of the Findings 186 \| Category 1: Organizational Structure 187 \| Category 2: The Nature of Teamwork 189 \| Category 3: Perceptions of Empowerment 192 \| Implications 197 \| Limitations 200 \| Methodology 200 \| Sampling 200 \| Interviews 200 \| Researcher Bias 201 \| Recommendations 201 \| Conclusion 203 \| REFERENCES 208 \| APPENDIX A: Perceptions of Empowerment Self-Inventory 228 \| APPENDIX B: Interview Protocol 232 \| APPENDIX C: Institution Review Board Approval/Exemption 234 \|	en_US
dc.format	Acrobat PDF/A - Portable Document Format v.1b [PUID: fmt/354]
dc.format.extent	1 electronic record, 248 pages.
dc.format.medium	Electronic records (digital records); PDF; Dissertations;
dc.format.mimetype	application/pdf
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgment. Use of the materials for financial gain with the author's expressed written permissions is not allowed.
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education	en_US
dc.subject	Structural frames	en_US
dc.subject	Power (Social sciences)	en_US
dc.subject	Elementary schools	en_US
dc.subject	Low-performing schools	en_US
dc.title	The Influence of Organizational Structure on Teacher Empowerment: A Case Study of a Title I Elementary School	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Truby, William F.
dc.description.committee	Tsemunhu, Rudo E.
dc.description.committee	Green, Robert B.
dc.description.committee	Lairsey, John D.
dc.description.committee	LaPlant, James T.
dc.description.degree	M.Ed.	en_US
dc.description.major	Education in Leadership	en_US