Administrators′ perceptions of outcome‐based education: a case study

Abstract

Explores through a qualitative case study school administrators′ perceptions of the impact of an outcome‐based educational (OBE) model, five years after its adoption in a Washington State school district. Data were collected through open‐ended interviews with building principals and other administrators. Two major themes emerged from the data: OBE produced changes in practice for both teachers and administrators, and these changes in practice were linked to certain outcomes. Teaming was the most valued change in practice for teachers and administrators, and the OBE “vision” sustained through teaming was the most valued outcome. Surprisingly absent from the data was evidence of outcomes for students. Points out the irony of this finding, given OBE′s emphasis on student outcomes.

Citation

Chase Furman, G. (1995), "Administrators′ perceptions of outcome‐based education: a case study", International Journal of Educational Management, Vol. 9 No. 6, pp. 32-42. https://doi.org/10.1108/09513549510098380