A Qualitative Interpretative Phenomenological Study of Teachers' Perceptions of Public School Business Model

A Qualitative Interpretative Phenomenological Study of Teachers' Perceptions of Public School Business Model

Author: 
Nadege Pascale Sully
Program of study: 
D.B.A.
Abstract: 
The business model of any public school system consists of its vision, mission, purpose, goals, strategies, structure, and culture. The focus of this qualitative interpretative phenomenological research study was to interview teachers’ perceptions of the business model of a public school in the Malden Public Schools (MPS) in Malden, MA. The purpose of this qualitative interpretative phenomenological research study was to explore teachers’ perceptions of the business model, specifically, the school’s vision, mission, purpose, goals, strategies, structure and culture. Operational processes, procedures and policies, evaluation and assessment strategies were also part of this model. The general problem was public school teachers should have the education and training to use and provide input in the decision-making process when changes occurred in the school system’s business models. The specific problem was whether teachers had and used knowledge of the vision, mission, purpose, goals, strategies, structure, and culture, from the business model at Salemwood Public School in the MPS, in Malden, MA, to gain a better understanding of the teachers’ perceptions of factors related to the school’s business model. This qualitative interpretative phenomenological study explored the teachers’ perceptions through interview questions. NVivo 11 was the preferred qualitative software to analyze themes, with validation of data collection and analysis. Study results along with the major themes were analyzed in depth, and provided implications, recommendations and conclusions, which are helpful for teachers’ perceptions of business model in public school.
Dedication: 
This dissertation is dedicated to my family and friends without whom I would not be able to accomplish this journey. First, I ‘Thank God’ for the assurance, courage, hope, strength, and the commitment to make it through this final phase. I ‘Thank’ everyone for all their love, support, and kind words of encouragement. I leave this piece of work to my children who are growing up fast. I know this will benefit their learning experiences throughout life. I love you all!
Acknowledgements: 
This is a privilege and an honor to complete this dissertation entitled “A Qualitative Interpretative Phenomenological Study of Teachers’ Perceptions of Public School.” It was quite an interesting journey filled with determination, discipline, patience, love, trustworthiness and reliability. I would like to thank my family, for whom I have set the legacy to fulfill wonderful dreams in life. Education has been part of my journey, as I believe in the intellectual ability of producing constructive elements with the mind. I would like also to thank my mentor, Dr. Joshua Bernstein, my committee members Dr. Dr. Barbara Foyil, and Dr. Joan Chambers for their academic support throughout finalizing my dissertation. I extend an abundant gratitude to Malden Public Schools’ Superintendent, K-8 Principal, K-4 Assistant Principal, and to all the teachers who participated in this research study, at Salemwood Public School in the Malden Public Schools.