Using School Mission Statements for Reflection and Research

Abstract

Purpose: Efforts to compare schools nationally tend to focus on educational outcomes (e.g., test scores), yet such an approach assumes that schools are homogeneous with regard to their overall purpose. In fact, few studies have attempted to systematically compare schools with regard to their primary aims or mission. The present study attempts to fill this gap by exploring the utility of school mission statements as a data source for comparing and systematically reflecting on the core purposes of schools nationwide. Research Design: A mixed-methods research design was implemented. In Study 1, true random samples of 50 high schools were selected from each of 10 geographically and politically diverse states, yielding a total of 421 mission statements that were ultimately coded and quantitatively compared. In Study 2, structured interviews were conducted with principals from diverse high schools to evaluate their perspectives on the usefulness of school mission statements. Findings: Results indicate that mission statements can be reliably coded quantitatively and that schools vary systematically and sensibly with regard to both the number and types of themes incorporated into their mission statements. Furthermore, consistent with prior research, the qualitative results showed that principals generally regard mission statements as an important tool for shaping practice and communicating core values. Conclusions: School mission statements are a valuable source of data that can be quantified for educational researchers and administrators interested in reflecting on school purpose, comparing schools with regard to their core mission, and monitoring changes in school purpose over time.

Mission accomplished? School mission statements in NZ and Japan: what they reveal and conceal

“…Today mission statements are deemed an integral part of any institutional strategic planning process, representing a "vision" for their future (Carruthers and Lott 1981;Martin 1985). Business communication researchers have described mission statements as persuasive communication devices (Williams 2008), while others document a belief that the process of developing a mission statement fosters communication and commitment to a shared organizational purpose (Stemler et al 2011). After having found a place and being taken-up in earnest in the institutional organization of higher education (Barnett 1992;Birnbaum 2000;Keller 1983;Lake and Mrozinski 2011;Kuenssberg 2011;Ö zdem 2011), mission statements have, as a natural form of progression, trickled down the educational ladder and now primary-and even pre-primary-educational institutions have earnestly embraced them.…”

“…Yet, while it has been argued that mission statements provide "an accessible and meaningful window for further exploration of the purpose of the school" (Stemler and Bebell 2012, p. 23), they have generally been ignored as a source of empirical research data (Stemler et al 2011) other than in the field of higher education (Morphew and Hartley 2006;Eitel 1987;Fugazzotto 2009). There is a dearth of literature pertaining to the topic at the primary level, and an even greater paucity available in relation to the use and importance of mission statements in education in the Japanese and, particularly more so, New Zealand context.…”

“…It is the process of negotiation of the mission and the specific language codes that schools agree on that come to symbolize their social identity (Stemler et al 2011). Thus, by examining the key words chosen to guide primary education in these two settings, we can begin to ascertain what kind of students they are aiming for, which attributes are prioritized, and whether this is standard across the board.…”

Culturally relevant teachers : a critical beacon in the educational standards movement.

“…Lastly, a professional development vision statement should be develop to analyze if professional develop opportunities align with the diversity needs of the building (Kose, 2009;Stemler et al, 2011).…”

“…A culturally relevant principal makes students' culture part of the school vision because "culture strongly influences the attitudes, values, and behaviors that students and teachers bring to the instructional process, it has to likewise be a major determinant of how the problems of underachievement are solved" (Gay, 2002, p. 114). Stemler, Bebell, and Sonnabend (2011) found that principals perceive mission statements as an essential tool to develop practice and communicate core values to teachers, students, and community. So a principal dedicated to their students' culture and the expectation that teachers use their students' cultures are a resource will make it part of their person belief system and the school's mission statement.…”