Under the mandated challenges of the No Child Left Behind Act , the accountability for student achievement results has been in clear view of the public (Irons & Harris, 2006). Today’s school boards have been called to provide leadership, governance, and increased student achievement results in the school systems they serve (Gemberling, Smith, & Villani, 2000). This study measured the extent to which school board presidents utilized continuous improvement practices in their boardsmanship, which has been identified as an effective practice of school boards (Furhman, 1999; Gemberling, Smith, & Villani, 2000; Iowa Association of School Boards, 2000).
This study consisted of a sample of 853 school board presidents in the state of Illinois and included 164 participants which represented 19.2% of the school board presidents in the state. The results of this study revealed that school board presidents perceived the extent to which they were implementing continuous improvement practices in their boardsmanship was somewhere between “slightly true of our board and somewhat true of our board” as measured by a mean score of 4.91 (out of a total possible of 6.0 on a Likert scale) on a 31-item survey. Pearson Product Moment Correlations, One Way Analysis of Variance and t-tests revealed no statistically significant correlations with the independent variables and the application of continuous improvement practices in boardsmanship.
|Advisers||Donna S. McCaw; Gregory P. Montalvo|
|School||WESTERN ILLINOIS UNIVERSITY|
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