A multiple case analysis of the use of mission statements during recruiting, hiring, and mentoring at independent schools
The research studied the understanding and use of mission statements during recruiting, hiring, and mentoring at two independent schools. Independent schools were chosen as case studies for the qualitative analysis because of their independence in governance and finance. Their independence provided the freedom to define their mission (nature and purpose of the organization), determine their curriculum, admit mission-appropriate families, and hire mission-appropriate teachers. Because independent schools are mission-driven, they can establish the criteria and practices necessary to hire and retain teachers who understand and align with the mission. As a result, they are more likely to implement the mission in a manner that is in concert with the nature and purpose of the organization. Both schools had profiles that included a similar genesis, gestation period, growth, and maturation that revolved around the nucleus of a well-defined mission. Their missions had evolved from verbose to succinct statements reflecting the contemporary view of properly written mission statements. The older of the two schools had a formal recruiting, hiring, and mentoring program in place while the other's informal program included many similar aspects to the formal approach. Each school, regardless of purpose and practice, demonstrated administrative procedures that directly or indirectly implied an understanding, alignment, and use of the mission. The study also revealed the inevitable anomalies that occur during a school year that can be disconcerting, unless the mission acts as the glue to hold all practices, policies, programs, and people together during the hiccup.
"A multiple case analysis of the use of mission statements during recruiting, hiring, and mentoring at independent schools"
(January 1, 2003).
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