Abstract

Public schools widely use mission statements, and many educational administration programs teach mission statements as a necessary lever for school improvement. A mixed methods investigation examined three levels. An experiential phenomenological analysis examined graduate students’ experiences with mission statements within their own schools and professional life. A thematic analysis examined 80 schools in the Midwestern United States, broken down by high and low performance on state academic testing, ecological differences, quantitative structures of the mission statement, and qualitative themes and dimensions. A meta-synthesis compared findings with previous research. There were structural differences in mission statements, but the conclusion was mission statements were a legacy practice which served the political spectacle, and practitioners adopted the practice out of conformity. There was no direct evidence mission statements achieved the stated purpose. Recommendations were made to refashion mission statements and the school improvement process around four factors.

This work is licensed under a Creative Commons Attribution 4.0 License.