Grid and group description of improving schools and raising student achievement with six SREB leadership strategies

Abstract

Scope and Method of Study: Using the Mary Douglas' (1982) Grid and Group Framework, the purpose of this study was to explain how organizational culture affects the implementation of the six school improvement strategies in two schools; to research and find factors that influence individual faculty members to practice the strategies; and to describe the relationships of grid and group in the decision making process to implement the practices. The research was conducted in Public High School A (PHS A) and Public High School B (PHS B), located in the southern plains in the United States. The participants included teachers and principals that were selected based on their knowledge of the six school improvement strategies and cultural awareness; their willingness to discuss the strategies; and who represents a wide range of points of views. Multiple methods of data collection were used that included a questionnaire, observation, artifacts, document analysis, and interviews.Findings and Conclusions: Public High School A (PHS A) and Public High School B (PHS B) were depicted as high grid and high group, located in the Corporate culture, and have the following characteristics: distinct role status, limited autonomy, insider-outsider rules, group survival, and group allegiance. Even though both high schools were described as Corporate they have similarities and differences in the manifestation and implementation of the six leadership strategies. An important reason for the differences is the need for stronger school leadership which includes teachers, principals, superintendents, school board members and other educators who direct and implement changes in curriculum, instruction, and school organization