Public School Principals' Core Values and the Correlation with School Improvement

Public School Principals' Core Values and the Correlation with School Improvement

Author: 
Rachel Pietz
Program of study: 
Ed.D./CI
Abstract: 
The purpose of this quantitative correlational study was to identify the relationship between public school principals’ core values and school improvement scores. The theoretical framework consisted of professional development of values as recognized though the full range leadership theory in conjunction with Deming’s four-point cycle in professional learning communities to enhance school improvement. The study used surveys of 54 public school principals using the portrait values questionnaire developed by Dr. Shalom Schwartz and the Georgia department of education school report card scores years 2015-16 and 2016-17 to retrieve data for this research. A Spearman rho correlation at p<.05 was used to gather results. Two categories, growth and self-protection, were selected for analysis from the Schwartz value scale. The Spearman correlation coefficient was .053 for self-protection and .040 for growth. Both correlational measures indicated no significant results for a relationship with the school improvement scores. Although public school principals and school improvement relationships were identified though the literature review. The results of this study suggest further research is needed using a larger participant pool and alternative methods to produce significant findings.
Dedication: 
I dedicate this work to my Sovereign God. He has blessed me first with the election of salvation through his Son. He then blessed me as a lamp unto my educational path and a light for my doctoral journey. I hope to honor Him with works that shine with His light in my life. This dissertation is dedicated to my children, Jackie, Mark, Tracy, and Natalie Gibson, you have all been gems, listening to each step of this journey and urging me on. To my grandchildren, Weston and Eva, if Nanny can reach her dream so can you. I love you each so much. To my beloved husband, Craig, for all the patience and sacrifice to allow me this opportunity. Quietly going through all those evenings and weekends while I was shut up in the office, I love you. Then to my forever friend, Virginia Martin, for all the prayers and physical presence during my entire scholarly journey. To my late mentor, Dr. Ralph E. Johnson, I still hear your voice telling me to go for it, it’s all good. Lastly, to Mr. Walter Justus, you always told me to get used to the name Doc because I was going to make it all the way.
Acknowledgements: 
It is a blessing to acknowledge a small portion of the many people who supported me during this journey. To my co-workers, Dr. Darren King and Brooke Whitt for the advice and support along the way. Thank you to all the Georgia public school principals that provided their time and energy to complete the surveys to make this study possible. To my mentor, Dr. Stephanie Ferguson, for all the feedback, phone calls, and your willingness to pick up in the middle and push me to the end. Next is my temporary mentor and committee member, Dr. Lilia Santiague, who came to my rescue when I was without anyone to fill the space left when I had no hope or direction. You restored my hope. Lastly, to my ever-present committee member, Dr. Jimmie Chambers. You stood by me all the way. You were my rock and soft shoulder to cry on when I was down. You listened then picked me up and pushed me forward again and again. It has truly been a blessing to have each of you as part of my journey and my thanks are trifles to what I owe you all.