Understanding principals' perspectives about school improvement planning

Abstract

Purpose Despite widespread expectations for school improvement planning, few studies examine how principals approach this process. While policy encourages “rational” planned continuous improvement, research suggests that principals may largely treat planning as a compliance exercise. This study examines principals' perspectives on and challenges with school improvement planning. Design/methodology/approach We studied an urban US school district with mandated annual school improvement planning that simultaneously encouraged continuous improvement cycles. Unlike prior research relying on plan documents, we interviewed 15 principals and triangulated interviews with their improvement plans. Findings Principals' school improvement planning processes were shaped by mandated protocols emphasizing narrow timelines and externally-aligned goals. At the same time, principals believed planning should be continuous and authentic, involving frequent progress monitoring. They described strenuous efforts to engage diverse stakeholders and to bridge external demands with internal needs – but also noted struggles in navigating structural constraints to enable continuous improvement. Originality/value Principals’ interviews revealed authentic engagement in school improvement planning and striving for continuous improvement. However, in an incoherent and under-resourced system, continuous improvement became less about organizational learning and more of a label for perpetual efforts to bridge disconnected mandates to internal needs with limited time and support. Districts and policymakers might better support principals with protocols, dedicated time, and policies that support continuous improvement.