What is it about?
The study presents the supportive and the hindering factors that motivate or hinder school principals to adopt externally developed programs and reforms, and their satisfaction with them. The factors are (measuring scales are enclosed): Supportive factors: (1) promoting students’ motivation and excellence, [α = 0.87], professional: enhancing teachers’ professional growth [α = 0.91], enhancing the school prestige [α = 0.82], enhancing a supportive school climate [α = 0.83], promoting social justice [α = 0.85] Hindering factors: (1) distracting the learning environment [α = 0.87], (2) difficulties in the integration of EDRs [α = 0.89], (3) uneasiness and resistance following the entry of EDRs [α = 0.76], (4) principals’dependence on stakeholders [α = 0.82].
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Why is it important?
The study of school principals’ decision-making processes is scarce, and so is the study of their motives to adopt school programs and their satisfaction with these programs that are developed by NGOs and social entrepreneurial organizations. Yet, principals adopt programs that have been developed by external sources regularly. Unique measurement scales of the factors that affect the principals’ decision to adopt these programs are enclosed.
Perspectives
This study presents a new look at program and reform adoptions. It is of absolute importance to make principals aware of the factors that affect their decision to adopt externally developed programs and reforms, especially nowadays in the era of marketization, especially when there is a growing need of external programs in our schools. Realizing the supportive and hindering forces that affect the school principals’ decisions is astonishing and unique.
Nitza Schwabsky
Gordon College of Education in Haifa
Read the Original
This page is a summary of: Factors affecting principals’ adoption of and satisfaction with market-driven externally developed reforms, The International Journal of Educational Management, April 2018, Emerald,
DOI: 10.1108/ijem-06-2016-0145.
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