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Article
Publication date: 24 August 2020

Linda Bendikson, Mark Broadwith, Tong Zhu and Frauke Meyer

This article investigates goal pursuit practices in a sample of 31 New Zealand high schools. It examines goal knowledge of middle and senior leaders, the alignment of this…

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Abstract

Purpose

This article investigates goal pursuit practices in a sample of 31 New Zealand high schools. It examines goal knowledge of middle and senior leaders, the alignment of this knowledge and factors related to improvement.

Design/methodology/approach

Goals from schools' annual improvement plans were identified and counted at the beginning of the academic year. Senior and middle leaders were asked to recall their school's academic goals from memory. Responses were scored against the goals in the schools' plans to produce an accuracy score for each leader and for each middle and senior leadership team (SLT). At the end of the academic year, leaders recounted their goals and rated and commented on their SLT’s goal focus. Data analysis examined goal knowledge, alignment of middle and senior leaders' goal knowledge and SLT's goal focus. Comments were analyzed thematically in regard to the number and clarity of the goals and how goals were communicated, enacted and monitored.

Findings

Our findings show a lack of goal clarity, persistence across the year and effective strategy hampered the majority of schools in their goal pursuit. Only a few schools had a strong and aligned goal focus. Factors influencing perceived improvement included: fewer and greater clarity of goals, engagement of middle leaders in setting goals, establishing sound supporting structures and regular monitoring of progress.

Originality/value

While annual improvement plans outlining multiple goals are often compulsory for schools, little is known about their impact on practice. This research clarifies the state of goal pursuit in a sample of high schools.

Details

Journal of Educational Administration, vol. 58 no. 6
Type: Research Article
ISSN: 0957-8234

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