Comprehensive Problems Examination at School - Research Paper Example

? Comprehensive Examination Comprehensive Examination Introduction A positive culture within a learning is described as the most important driver for success and high performance for students, teachers and administrators (Gulcan, 2012). The involvement of all stakeholders within an education system is also a necessary behavior for high performance (Tintavee, 2010). Many leaning institutions are faced with the problem of rigidity to change and as a result there is need to investigate the problems which stakeholders of an institution are faced with so that appropriate and effective measures can be implemented to cause positive change of culture. This is achieved through good leadership which is aimed at promoting a positive culture within a learning institution. Being elected as a leader of a school that is experiencing a problem of a negative culture and rigidity to change, there is dire need to develop actions for change. This paper presents a report on ways through which the problems faced by the school can be dealt with through cultivation of positive change among teachers, students, administrators, parents and the community. The report includes supporting literature, a research approach and recommendations for change upon which actions for change are based. Objectives 1. To provide supporting literature on problems in learning institutions, the underlying theories and effective measures for change 2. To investigate the actual problem within the institution as a basis for designing relevant measures for change 3. To develop a school improvement program that will develop a change of culture within the institution 4. To draw recommendations that would motivate change of culture and high performance Supporting Literature The education system is characterized by changes into which the stakeholders within a learning institution must adapt so that effectiveness is achieved in meeting the goals and mission of the institution (Odhiambo & Hii, 2012; Harris & Ogbonna, 2007). Changes in teaching approach, the curriculum, student needs, leadership, technology and diversity are inevitable within learning environments (Edoun, 2011). The problem that institutions face is adjusting to these changes through adoption and implementation of a new institutional culture. Resistance to change in schools is effectively dealt with through proper leadership. Additionally, all stakeholders of an educational institution must be involved in implementing the change. Rigidity to change, toxic environments and negative culture are the major problems that schools face (Taj & Iqbal, 2012; Ansell, Reckhow & Kelly, 2009). Therefore change can only be achieved if these problems are solved. More specifically problems such as lack of proper communication, poor student behaviors and lack of support from parents and the community are more challenging to schools because they derail the achievement of objectives and goals. For this reason it is argued that parents and the community at large should be involved in promoting good behavior among learners so that they would be more focused on their educational goals. The cultivation of good behavior among students is achieved through guidance and support from the family, teachers and the community (Rhodes & Brundrett, 2009). This prevents problems among students such as early pregnancy, drug use and abuse and school dropouts. When such problems are characteristic of a learning institution they must be addressed as top priority because they are major contributors of a toxic environment within the institution. It is through change that problems within schools such as lack of effective and well-designed student programs can be solved (Caldwell, 2008). Positive change within schools also contributes to the prevention of low performance among learners (Payne, 2007; Law, Walker & Dimmock, 2007). Moreover, it is argued that the ability of teachers, students, parents and school administrators to implement change and a positive culture determines the overall performance of the institution (Meeker, 2012). However, the members of a learning institution must be motivated to prevent problems such as high teacher turnover rates and poor teacher and student attendance (Morrison, Blood & Thorsborne, 2007). This motivation can be achieved through implementation of student support programs and proper compensation of teachers. More importantly, students must be provided with sufficient elective programs which cater for their different and diverse needs (Eger, 2010; Cheng, 2006). Effective leadership is said to be the solution to the toxic environment which is caused by the problems that schools face. Proper leadership also acts as an effective approach to motivation for change of culture within schools (Awal, Klingler, Rongione & Stumpf, 2008). Various leadership theories and approaches have been proposed for schools which are experiencing a toxic environment and rigidity to change of culture. However, a transformational leadership style is argued to be the best approach to leadership which should be practiced within schools as a way of motivating positive change (Lakomski, 2007). The recommendation for this type of leadership by scholars, researchers and theorists is based on its effectiveness in promoting communication and inclusive decision making within schools which encourages positive change and adoption of a positive culture (Maas, 2009; Bryson, 2008). The role of leadership in promoting change in culture and solving problems which create a toxic environment have been researched upon and recommended for schools which are in need for change. However the role of leaders in promoting collegiality within a learning institution is argued to be the more important (Burnes & James, 2007). Effective leaders promote good relationships within school environment. This includes healthy relationship among teachers, school administrators, parents, subordinate staff, school board and the community. Effective leadership on schools has been related to the transformational style of leadership which motivates innovation, student and teacher support, trust and confidence, recognition and appreciation, joint decision making and effective communication (Harris & Ogbonna, 2008; Weller, 2006). These elements and abilities of transformational leaders are said to be solutions to the toxic environments which exist in schools and rigidity to change. Methodology In order to determine the most effective ways of dealing with the resistance to change within the institution and ways of solving problems therein, a scientific research approach is used. This is aimed at ascertaining the needs of various parties within the institution and the reasons why they are adamant to accept change. In addition, the research is purposed to find out the specific problems within the institution which are causing a toxic environment and a negative culture. The finding of the research will be used to draw conclusions and recommendations for change in culture within the school which will be used in decision making, promoting effectiveness in leadership and change in culture. The research is conducted using the methods of research that are described in the following section. Research Methods Both secondary and primary research methodologies are employed in conducting the research. The secondary research method is used to access and gather data from secondary sources which are based on school leadership and change. Secondary research approach is described to be an effective way of gathering sufficient data in a short period of time and at a low cost (Schniederjans, Schniederjans & Schniederjans, 2009). This method therefore is effective in research because it caters for the limitations in resources and time which characterize scientific investigations. Furthermore, secondary data approach is described to be effective in research because of the vast amount of data and information which is freely available and accessible in online databases (Kraleva, 2011; Thornburg & Mungai, 2011). The secondary data which is collected in this research relate to the problems faced by learning institutions, leadership, change of culture and indicators of success and high performance within schools. The primary research methodology is used to gather firsthand information from respondents selected from the stakeholders and members of the school community. Primary research method is described to be advantageous because it leads to collection of credible and reliable data from individuals who have sufficient knowledge and who are affected by the problem being investigated (Thomas, 2011). The choice of primary research method in this investigation is therefore aimed at gathering data from teachers, students, parents, school administrators and the community on various aspects of instructional processes. Through the primary research the problems that are experienced by the staff and students will be identified, analyzed and recommendations drawn upon them as a way of solving the rigidity to change and the toxic environment within the school. Additionally, primary research approach is used to determine the needs of teachers and students which will act as a basis for designing a solution for the problem. Research Design Both qualitative and quantitative research designs will be employed in the research. Qualitative research design is described as an effective approach of achieving an in-depth research and examination of a specific phenomenon (Schniederjans, Schniederjans & Schniederjans, 2009). This design will be used to achieve in-depth study through sufficient data on the factors and problems facing the school and ways through which these problems can be solved to cause a positive change in culture which meets the needs of all stakeholders. Qualitative research not limited to variables which are rigidly defined. As a result this method will be used to achieve the objectives of the research regardless of the factors and variables which generally affect learning institutions. More importantly qualitative research design is used as the best approach through which non-quantifiable data will be collected and analyzed for interpretation of meaning and recommendations. Quantitative research design on the other hand will be used as an effective method through which statistical data will be gathered and analyzed. It is through a quantitative research design that independent and dependent variables are analyzed and studied in more detail (Myers, 2011). In addition, the quantitative research approach is preferred because it is more objective (Schniederjans, Schniederjans & Schniederjans, 2009). The quantitative data which is gathered in the research include school attendance rates, performance, teacher compensation, staff turnover rates and the costs associated with various educational processes. Data Collection Secondary data is collected through the application of search strategies such as Boolean search approach. This form of data collection is achieved through the use of key terms such as school leadership, cultural change, effective teaching and problems in schools. The secondary data is to be sourced from secondary information sources such as online databases and libraries such as Proquest and EBSCO. The secondary data will involve both quantitative and qualitative data which is gathered and presented for analysis. The primary research will employ questionnaires and interviews as data collection tools. Questionnaires are used because they are described as more objective because they allow a standardized approach in gathering data (Thomas, 2011). More importantly, questionnaires are comparatively a quick approach for collecting data from a large group of respondents or research participants (Myers, 2011). Questionnaires are to be designed and presented to the respondents among sampled students, teachers, administrators, parents and members of the community. These questionnaires will therefore result in gathering sufficient and relevant data which will be used to meet the objectives of the research. Interviews on the other hand are used in data collection because they allow the investigator to probe deeper and therefore get a more comprehensive response from the study participant (Schniederjans, Schniederjans & Schniederjans, 2009). Additionally, interviews allow the researcher to provide clarifications which lead to collection of more accurate data (Myers, 2011). Data Analysis The analysis of the gathered data will be achieved through quantitative and qualitative data analysis approaches which are effective for analysis of statistical and non-quantifiable data effectively. The analysis of the gathered data will also involve comparative analysis which is used to correlate primary and secondary data to come up with meaning and conclusions. Statistical packages such as excel and SPSS will be used to analyze the gathered data because of the effectiveness and accuracy in data analysis which is achieved through these tools (Schniederjans, Schniederjans & Schniederjans, 2009). School Improvement Program and Related Recommendations In the light of the findings of the research and the theory which is prescribed by past supporting literature, a school improvement program is designed and implemented to cause cultural change within the institution. In order to achieve this, a school improvement committee will be selected. The findings of the research will be presented to this committee in form of a report. The committee will them evaluate the finding of the research and discuss them which will form a basis for the design and implementation of a school improvement program. The school improvement program will be aimed at dealing with the problems which are causing a toxic environment within the school and the rigidity to change. The school improvement program will be focused at promoting school leadership so that change can be encouraged. The goals of the school improvement program will therefore be achieved through the school leadership and the involvement of all stakeholders including parents and the community. The major goal of the school improvement program and the roles of the committee are to apply the research to promote collegiality, trust and confidence, innovation, appreciation and support, communication and involvement of all parties in decision making. It is argued that improvement is achieved in learning institution by identification of problems and applying evidence to solve them (Lang, 2009; Gawlik, 2012). The school improvement program as managed by the school improvement committee will be focused at solving the problems which are causing refusal of the members of the school to adopt and implement change of culture as a way of meeting the changing education environment. The needs of students will be determined by the committee on the basis of the research and used to improve their performance in school. In addition, the program will advocate for change of behavior among teachers, students, parents and the community. Through the change in behavior, a positive culture will be adopted by the members of the school community leading to solution to the problems that they face. For example the change in the leadership approach and culture will motivate and promote attendance of teachers and students. The involvement of parents in the learning process and support for students will improve their academic performance and prevent early pregnancies and drug use and abuse among students. The school improvement committee is therefore mandated to employ the research findings within the school improvement program to identify and meet the various needs of the members of the school community. The program will therefore determine and recommend adoption and implementation of student support programs and elective programs which will cater for the divergent needs of the students. More importantly the school improvement committee will recommend motivation of teachers through proper leadership, compensation and benefits. This will in turn reduce the staff turnover and increase teacher and student attendance. More importantly, the school improvement program will recommend adoption of educational technology and promote the attitudes of the teachers and students on the use of technology to meet the changing learning environment. Finally, the program will advocate for training and development of staff as a way of enhancing adoption and acceptance of change. Conclusions The rigidity to change in culture and the problems facing the institution has led to a toxic environment which demonstrates the need for change through effective leadership. Problems such as low performance and attendance levels, high teacher turnover, school dropouts, drug abuse and early pregnancy, lack of teacher and student support programs and poor communication are attributed to the toxic environment within the institution. The application of scientific research findings and effective leadership will motivate change within the institution and development of a positive culture among members of the school society. Therefore supporting literature and research are to be applied by the school improvement committee to solve the problems facing the school and motivate change in culture within the institution. References Ansell, C., Reckhow, S., & Kelly, A. (2009). How to Reform a Reform Coalition: Outreach, Agenda Expansion, and Brokerage in Urban School Reform. Policy Studies Journal, 37(4), 717-743 Awal, D., Klingler, J., Rongione, N., & Stumpf, S. A. (2008). Issues in organizational culture change: A case Study1. 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