This study delves into school improvement in school trusts. It employs Q Methodology and Legitimation Code Theory (LCT) to explore the viewpoints of trust leaders about effective school improvement. The research blends the subjectivity-focused Q Methodology with the analytical depth of LCT to explore what trust leaders value most.
The research identified four distinct groups within the sample. Each represents a unique perspective on effective school improvement strategies. These perspectives – Domain Specific Improvers, Transformational Improvers, Leadership Improvers, and Culture Improvers – highlight the varied approaches that trust leaders adopt. The study reveals the relative values these groups place on different aspects in their quest for school improvement. These aspects include specialized knowledge, leadership styles, and organizational culture.
