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|Title:||Opbrengsten van prestatiemanagement binnen een stichting primair onderwijs Draagt een transformationele leiderschapsstijl van schoolleiders bij aan betere resultaten? Open|
|Publisher:||Open Universiteit Nederland|
|Abstract:||Results from Organizational Performance Management within Dutch Primary Schools Does transformational leadership provide better results? Research from organizational performance management (OPM) within primary schools proves better results. Other research demonstrates a relationship between the quality of school leaders and the quality of teaching. This thesis is based on both research insights. The research question was: “To what extent does OPM explains the presence of better results and does this depend on the quality of school leaders in the case of 19 Dutch primary schools.” OPM is defined as: “the process where steering of the organization takes place through the systematic definition of mission, strategy and objectives of the organization, making these measurable through key performance indicators, in order to be able to take corrective actions to keep the organization on track” (De Waal et al., 2009, p. 1243). Performance indicators (PI) are gauges that indicate the extent of performance that has been achieved. The quality of school leaders is based on their leadership style on the Full Range of Leadership Model. The study was based on four propositions. P1: OPM leads to better results at primary schools. P2: PI that are linked to output or outcome lead to better results than PI that are linked to activities. P3: Objectives with concrete measurable standards are better achieved than non-specific standards. P4: School leaders with a transformational leadership style will obtain better results. The IOO model has been used to measure organizational performance. This model has been adjusted to the situation of primary schools. The leadership style has been examined by using the Multifactor Leadership Questionnaire. Beside objective data, the school leaders filled in a Statement Questionnaire on the perceived advantages and disadvantages of OPM. The school leaders were also interviewed to examine how OPM is used. The study is designed as an exploratory multiple embedded case study. The units of analysis are: OPM, education results, indicators, standards, and quality of school leaders. Data has been collected at two different periods in time. The pre-test was executed one year before the implementation of OPM. The post-test two years after. The financial results of 16 primary schools were better in the post-test. This result was supported by objectives in the year plans and by a related statement on the Statement Questionnaire. According to the Inspectorate the quality of education is in order and shows no difference. The results on the outflow of students have not improved in the post-test. The scores on the final test have improved at 9 schools. The percentage of succeeded objectives from the year plans has increased in the post-test by 21%. The number of schools that linked their objectives to the strategic plan has increased in the post-test by 76%. The total number of objectives that has been linked with the strategic plan has decreased. The results of the Statement Questionnaire showed that 68% of the school leaders perceived clear advantages of OPM. System analysis of OPM showed that the schools did not systematically act according to their mission and united strategy. Because the perceived advantages of OPM were not supported by the results on the IOO model, the overall conclusion on the first proposition is that OPM did not lead to better results. The second proposition was also not sustained by the results of the study because most indicators were linked to activities instead of output or outcome. The study results did not support the third proposition because most indicators were not measurable. Due to no differences in the leadership style of school leaders, the final proposition could not been examined.|
|Appears in Collections:||MSc Management Science|
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