This dissertation focuses on classical Christian education as defined and taught by the members of the Association of Classical Christian Schools. Later, this research will describe these generations as stages of the life cycle using the Adizes language. The restoration of classical Christian education is based on the Trivium, the first three of the seven liberal arts.
One of the appeals of the Adizes methodology is its use in the performing arts, government, and education. The first of the criteria are the four aspects of Andrew Kern's definition of classical Christian education. 76 Association of Classical Christian Schools, “The Mission of the ACCS,” accessed February 28, 2021, https://classicalchristian.org/the-mission-of-the-accs/.
The result to be produced - the fundamental reason for the existence of the organization - is to satisfy the needs of the customers. Second, this research does not include classical charter schools or classical Christian schools (k-12) outside ACCS. A small number of researchers have applied fragments of the Adizes program in the field of education.
The Good Lands Report confirms the legitimacy of the classical Christian methodology at ACCS through graduate results.
RESEARCH DESIGN
Second, this study is interested in the relationship between leadership and school growth over the life cycle, meaning that schools that appeared to be on the aging portion of the life cycle curve were excluded. This study explores the phenomenon of leadership contributions to institutional growth over the life cycle in classical Christian institutions. This research used a multiple case study methodology to understand the process of leadership contributions to school growth over time.
Key data points collected during the focus group included: (1) each individual's PAEI code, (2) a list of participant-generated school problems that were coded using the school problem grid shown in Table 5, and (3) the participant's diagnosis of the school stage in the life cycle. Life cycle projections were simply projections based on administrative structure, grades achieved, school age, governance model, and overall school enrollment. The extent to which the life cycle projections match the results of the school visit focus group and data analysis is discussed in Chapters 4 and 5 of this research.
This research within the case is done for each of the cases to demonstrate the movement of the school from one stage to another over time. 24. Thus, the school stage is internally diagnosed based on the extent of the problems they are experiencing. This research does not include classical charter schools or classical Christian schools (k-12) outside ACCS.
This research does not study organizations in the aging stages of the life cycle, which could be included in future research. 4 and 5, a school's maturity in the life cycle is not determined by size, age, location or budget, but by the scale of the problems they experience. With the iterative nature of the research design, the researcher was able to analyze.
Each of the reports is divided into four categories: (1) teaching and learning, (2) operations and finance, (3) fundraising and facilities, and (4) marketing and admissions. In phase 3, the presentation of the findings shows to what extent the Adizes methodology has contributed to answering the research questions. Through within-case and between-case analysis, the aggregated data from the six case study schools revealed a descriptive taxonomy of school growth.
Organize and Prepare the Data for Analysis
Although surveys are ideal for anonymity, they can stifle the collaborative spirit needed to manage difficult change.35 According to Adize, the biggest problem facing any organization is their inability to solve their own problems. The challenge is the individuals whose cooperation is needed to find the solution and implement it. For the qualitative data analysis, Mulatu's multi-step procedure in "Transition from a Theological College to a Christian University in the East African Context: A Multi-Case Study" was adopted with slight modifications.36 The five-step procedure of Mulatu are described below. the sections.
Read through the Data
Begin Detailed Analysis with the Coding Process
Within-Case and Cross-Case Analysis
Interpret the Meaning of the Data
It is worth noting that the school's principal is Paei, while the school's dean is Pa--. The school is in the early Go-Go due to the almost-Prime birth in Administration and the enrollment growth. Third, one participant shared that the school is 'entering a rebirth for the Rhetoric stage (grades 9-12).'
Overall, this eighteen-year-old school had a general maturity in the area of school teaching and learning. One comment from the focus group life cycle diagnosis seems relevant to the financial and operational component of the school: “Lower school is really in growth, excitement and go mode. The school has been in the same rented church facilities for the past fourteen years.
However, the fact that the school is a ministry of the church and under their authority affects the overall ethos of the school. This seems to be part of the school that is not aging but still in adolescence. Successfully implementing a necessary change like this shows that the school is not in the final part of the school life cycle.
Despite the presence of "E" in the headmaster's code, this area of the school is the least developed. The headmaster's weaknesses appear to be the school's weaknesses and there is no leadership team. Skole 5's strategic plan is provided by the board and covers five areas of the school: academics, student life, growth, finances and facilities.
Furthermore, School 6 is the only school where the founder is still the headmaster. In the school's marketing materials is an emphasis on Advanced Placement (AP)/Dual Credit courses. This organizational chart also shows that there is a presence in the management of the school and that these are in a healthy balance.
Some of the programs with the operational side of the school are newer than others. The School Problem grid was a synthesis of the Adizes methodology, the ISM Stability Markers and the ACCS.
CONCLUSIONS
The levels and steps of the School Growth Taxonomy show what prerequisites are needed to reach the top spot. These two schools benefit from more than two decades of school leaders' experience as well as PAEI's mature school subsystems. Both schools had parents and teachers who had different understandings of classical Christian education and the school's mission.
Both the school 5 and 6 principal were the EI statesman code, which matches their stage in the life cycle. To demonstrate the stage feature of "Home and Principal" within Teaching and Learning, the school should conduct classroom observations. Hosting fundraising events in the school's first five years will force the school to make messages about the direction of the school.
The principal role is best filled by someone who can match the school's mission with the local market. A principal in the first five years of the school must have both E and I in their code to keep the school growing and together during all the change. School 3's leader allowed both E and I and the school to grow and handle the change quite well.
The POG is a statement of desired outcomes for all graduates and should be a large part of the school's messages to parents. These two tools are based on observing the management of five different schools at the initial, intermediate and advanced stages of the school life cycle. This research helps school leaders understand where they are in the school life cycle and what specific leadership style and strategies are most important at the moment in their stage of the life cycle.
The driving force behind this multiple case study research is, 'How does leadership contribute to organizational growth through the maturity stages of the school life cycle?'. The four schools participating in this study will collectively represent the range of degrees of maturity in the school life cycle. What are the major challenges facing the school when it comes to finances in the next three years.
FOCUS GROUP GUIDE
This research is being conducted by David Seibel for his dissertation at Southern Baptist Theological Seminary in Louisville, KY. Teacher self-efficacy in a classical Christian environment versus a traditional Christian environment” (PhD diss., Liberty University, 2016). Wisdom, Eloquence, and Academic Rigor in ACCS Schools: A Mixed Methods Study." EdD dissertation, The Southern Baptist Theological Seminary, 2019.
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Private Independent Catholic Schools: Components of Successful Start-up Schools. EdD diss., Nova Southeastern University, 2014. Relay Succession in the Senior Pastorate: A Multiple Case Study Method.” PhD diss., The Southern Baptist Theological Seminary, 2011. A comparative analysis of the integration of faith and learning between ACSI and ACCS accredited schools.” Diss., The Southern Baptist Theological Seminary, 2012.
The Sacred Synthesis: How the Church Transformed the Inherited Thought of Greece and Rome to Create Classical Christian Education. Southern Baptist Theological Seminary, School of Theology and Billy Graham School of Missions, Evangelism, and Ministry, Ed.D Program Handbook (Louisville: . Southern Baptist Theological Seminary, 2017). Classical Christian Education and Racial Representation: A Mixed Methods Study” (PhD diss., The Southern Baptist Theological Seminary, 2019).
