{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/13821"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/13821","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"Turning the page setting the stage : school culture's profound impact on school turnaround initiatives.","abstract":"What is the impact of school culture on the success of turnaround initiatives in low-performing schools? Utilizing Edgar Schein's organizational culture theory and Quinn & Cameron’s competing values framework (CVF), this study explores how the alignment or misalignment of values, beliefs, and assumptions among teachers and principals influences the type of organizational culture and school improvement efforts. By gathering insights from elementary school leaders and educators, this research aims to inform district policy and implementation strategies, enhancing the effectiveness of school turnaround. Through a comprehensive school culture analysis, the findings provide valuable insights for refining leadership strategies, tailoring interventions to unique cultural contexts, fostering collaboration among stakeholders, and replicating successful cultural shifts. This research emphasizes the necessity of understanding cultural dynamics within educational environments to tackle the ongoing challenges low-performing schools face effectively. The results emphasize the role of culture in educational reform, offering practical recommendations for policymakers and educators.","abstract_html":"What is the impact of school culture on the success of turnaround initiatives in low-performing schools? Utilizing Edgar Schein's organizational culture theory and Quinn & Cameron’s competing values framework (CVF), this study explores how the alignment or misalignment of values, beliefs, and assumptions among teachers and principals influences the type of organizational culture and school improvement efforts. By gathering insights from elementary school leaders and educators, this research aims to inform district policy and implementation strategies, enhancing the effectiveness of school turnaround. Through a comprehensive school culture analysis, the findings provide valuable insights for refining leadership strategies, tailoring interventions to unique cultural contexts, fostering collaboration among stakeholders, and replicating successful cultural shifts. This research emphasizes the necessity of understanding cultural dynamics within educational environments to tackle the ongoing challenges low-performing schools face effectively. 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Utilizing Edgar Schein's organizational culture theory and Quinn & Cameron’s competing values framework (CVF), this study explores how the alignment or misalignment of values, beliefs, and assumptions among teachers and principals influences the type of organizational culture and school improvement efforts. By gathering insights from elementary school leaders and educators, this research aims to inform district policy and implementation strategies, enhancing the effectiveness of school turnaround. Through a comprehensive school culture analysis, the findings provide valuable insights for refining leadership strategies, tailoring interventions to unique cultural contexts, fostering collaboration among stakeholders, and replicating successful cultural shifts. This research emphasizes the necessity of understanding cultural dynamics within educational environments to tackle the ongoing challenges low-performing schools face effectively. 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