The meaning of mission statements to school practice and professional development: An interpretative phenomenological analysis

Bradley Ransom, Dimitrios Vlachopoulos

Research output: Contribution to journalReview articleAcademicpeer-review

Abstract

While mission statements (MSs) are included in schools often due to governing policy, evidence suggests they remain underutilized by leaders. Scant research is undertaken with regard to school mission statements and how these affects daily practice. This qualitative phenomenological study explores the extent to which school MSs influence daily practice, as well as professional development for school leaders and teachers. This study draws upon interviews with six individuals who lead or teach at two different international schools. The findings provide valuable insight into how MSs are experienced by leaders and teachers. The paper concludes with a discussion around the potential implications for policy makers and school leaders who wish to shape school culture and professional development.

Translated title of the contributionThe meaning of mission statements to school practice and professional development: An interpretative phenomenological analysis
Original languageCatalan
Pages (from-to)49-63
Number of pages15
JournalEducar
Volume57
Issue number1
DOIs
Publication statusPublished - 2021

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