Date of Award
Open Access Thesis
Master of Arts in Education (MAE)
This research describes the use of a semantic differential to measure the differences in stakeholders' perceptions of one school's mission. The study examines informal participant observations and data from the semantic differential to provide empirical evidence that supports Terry's (1993) leadership diagnostic. The findings reveal significant differences between teacher role and other stakeholders' perceptions of mission implying the importance of shared meaning among school stakeholders: increased organizational health and student achievement.
Stull, Emily A., "The Semantic Differential: a Measurement of Meaning in one School's Mission" (2012). Theses and Graduate Projects. 1342.