The purpose of this paper is to define school value and its components. This paper discusses the contents of the school’s value and the structure of the school’s value. This paper also shows findings of educational services and value in high school.
Comprehensive and inclusive questions were posed about “school value” to high-school instructors. A grounded theory approach was then used to analyze the collected data.
This analysis found that school value consists of four core categories: “school,” “students,” “guardians” and “region,” which consist of 13 high-ranking categories believed to represent the substance of school value. In addition, three of the four core categories are linked in a star pattern around the core category of “school.”
This research analyzes the value of the school using the grounded theory approach. The data used for the analysis are interview data on the value of the school. And these analyzes reveal the contents of school value and the structure of school value.
This study discussed school value based on hearing data of faculty members. In the analysis method of this research, each school can find its own value by changing the target and contents of interview.
Study of this school value clarified a leader’s role and action in the creation scene of school value. This finding will enable efficient activities of school leaders. As a result, it can be expected to promote school improvement.
The authors identified the categories forming “school value” and their relative relationships. “School value” emphasizes results co-created by stakeholders.
Kitagawa, K. and Aoyama, A. (2018), "Discussing school value: an educational services viewpoint", International Journal of Educational Management, Vol. 32 No. 5, pp. 901-911. https://doi.org/10.1108/IJEM-08-2017-0233Download as .RIS
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