Date of Conferral
6-11-2025
Degree
Doctor of Business Administration (D.B.A.)
School
Management
Advisor
Meredith Wentz
Abstract
Some school leaders lack strategies to impact educational funding performance in prekindergarten through 12th grade (PK-12) public schools and increase students’ academic achievement and performance. School leaders and policymakers are concerned with improving educational funding, student achievement, and student performance in PK-12 public schools. Grounded in the Baldrige excellence framework, the purpose of this qualitative pragmatic inquiry study was to identify effective strategies that school leaders use to improve educational funding performance in PK-12 public schools and increase students’ academic achievement and performance. Participants were six PK-12 public school leaders with at least 5 years of leadership experience who had increased education funding, student performance, and student achievement. Data were collected using semistructured interviews and publicly available documents. Through thematic analysis, seven themes were identified: academic achievement, academic performance, visionary leadership, education equity, education funding, education equality, and holistic approaches to education. A key recommendation is for school leaders to address the Baldrige framework’s core values and concepts for the education sector to determine organizational strengths and weaknesses and areas for increased performance and productivity. The implications for positive social change include the potential for education leaders and policymakers to improve educational outcomes, promoting equity and community development.
Recommended Citation
Williams Jones, Cynthia W., "Leadership Strategies to Enhance Funding Performance in Pre-K -12 Public School Districts" (2025). Walden Dissertations and Doctoral Studies. 17965.
https://scholarworks.waldenu.edu/dissertations/17965
