The purpose of this study was to determine school administrators and teacher views on factors influencing the quality of international high schools in the East Asia Regional Council of Schools (EARCOS) region. The following research questions guided this study: 1. In what ways do administrators and teachers define school quality? 2. What factors do administrators and teachers view as influencing school quality? International high school administrators and teachers were asked to complete a survey designed to determine participants views regarding school quality in international high schools. A total of 375 participants, both school administrators and teachers completed the survey, and 20 individual interviews were conducted. Through this exploratory sequential mixed methods study, findings emerged pertaining to international high school quality. These findings were synthesized into six school quality characteristics from the administrator and teacher perspective. They are supportive school climate, collaborative school culture, quality teachers, multiple student learning opportunities, effective and competent school leaders, and credentialed school administrators and teachers. The key implication for practice focuses on the need for effective leadership in schools. In order for school quality to be achieved, effective leadership needs to be at the forefront. Further research on the types of leadership, individualized personalized student learning, and the use of collaboration in schools is also recommended.
University of Minnesota Ph.D. dissertation. May 2019. Major: Organizational Leadership, Policy, and Development. Advisors: Deanne Magnusson, Gerald Fry. 1 computer file (PDF); xi, 191 pages.
Factors Associated with the Quality of International High Schools in the EARCOS Region.
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