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dc.contributor.advisorHarris, Ed
dc.contributor.authorGrooms, Rebecca
dc.date.accessioned2017-02-22T22:09:23Z
dc.date.available2017-02-22T22:09:23Z
dc.date.issued2016-08
dc.identifier.urihttps://hdl.handle.net/11244/48809
dc.description.abstractThe purpose of this study was to explain, through the lens of Grid and Group Theory, how different cultural environments promote and inhibit the career advancement of educators. In this qualitative study, purposeful sampling was used to select three school sites within the district as information-rich sources of data due to each school's unique categorization as a corporate, collectivist, and bureaucratic environment. Using the case study model of inquiry, data collection occurred through surveys, interviews, observations, and document analysis. Participants included parents, educators, deans, assistant principals, principals, and one executive director. Surveys were interpreted through Douglas' (1982) grid and group framework to gain a better understanding of the cultural context of the school environments. Semi-structured interviews were conducted with deans, assistant principals, principals, and one executive director. Document analysis completed the data collection experience and included public documents, electronic communication, and school websites. All data were coded according to emerging themes, patterns, and relationships. Triangulation, purposive sampling, member checking, and access to an audit trail were utilized to validate the findings in this study. Douglas's (1982) Grid and Group Typology were applied after data were collected. The findings in this study indicated specific patterns were present in each cultural environment, viewed through the lens of grid and group theory (Douglas, 1970), that promoted and inhibited the career advancement of educators. This research will inform schools and districts across the nation regarding the types of environments most conducive to career advancement. This knowledge can also be utilized by university programs, school districts, administrators, educators, and school personnel to better support the career advancement of educators through cultural aspects embedded within school environments.
dc.formatapplication/pdf
dc.languageen_US
dc.rightsCopyright is held by the author who has granted the Oklahoma State University Library the non-exclusive right to share this material in its institutional repository. Contact Digital Library Services at lib-dls@okstate.edu or 405-744-9161 for the permission policy on the use, reproduction or distribution of this material.
dc.titleRole of school culture in the career advancement of educators: A case study
dc.contributor.committeeMemberKrumm, Bernita
dc.contributor.committeeMemberBailey, Lucy
dc.contributor.committeeMemberCurry, Katherine
osu.filenameGrooms_okstate_0664D_14837.pdf
osu.accesstypeOpen Access
dc.type.genreDissertation
dc.type.materialText
thesis.degree.disciplineSchool Administration
thesis.degree.grantorOklahoma State University


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