The Dynamics Influencing School Leaders’ School Improvement Efforts: A Qualitative Exploratory Case Study
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Low-performing schools are targets for education reform policies like the Every Student Succeeds Act (ESSA) intended to improve schools against measured standards. The problem is Eastern Pennsylvania school leaders who lead comprehensive support and improvement (CSI) schools are mandated by the Every Student Succeeds Act (ESSA) to implement school improvement without consideration of school context and their experiences have been largely unexplored. The purpose of this qualitative exploratory case study was to examine Eastern Pennsylvania school leaders’ experiences with implementing mandated CSI while adhering to federal guidelines, state mandates, and local initiatives. A gap in the literature exists regarding school improvement efforts following the COVID-19 pandemic. Transformational leadership and critical theories framed the study. Research questions sought to identify Eastern Pennsylvania school leaders’ experiences implementing CSI following COVID-19. This qualitative exploratory case study identified 16 school leaders in CSI-designated schools, each of whom completed a questionnaire and one semi-structured interview. Combined with reflexive field notes, Braun and Clarke’s six-step framework for thematic analysis was used to identify five themes. The research found in the aftermath of COVID-19, the focus of school leaders’ experiences was primarily on human capital and resources. School leaders displayed transformational leadership behaviors throughout the process, and challenges impacting implementation were addressed through collaboration and problem-solving. Recommendations for further research include exploring the integration of ESSA and ESSER reform policies for CSI-designated schools and investigating the impact of human capital and resources on outcomes of school improvement efforts.