Locus of Control and Strategic Planning among Virginia Public School Principals
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| Title: | Locus of Control and Strategic Planning among Virginia Public School Principals |
|---|---|
| Language: | English |
| Authors: | Fallon Graham, Carol Cash |
| Source: | Educational Planning. 2026 33(1):30-47. |
| Availability: | International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Locus of Control, Strategic Planning, Public Schools, Principals, Measures (Individuals), Decision Making, Professional Autonomy, Compliance (Legal), Self Efficacy, Instructional Leadership |
| Geographic Terms: | Virginia |
| ISSN: | 1537-873X 2998-7067 |
| Abstract: | This study investigates how principals' control orientations affect the implementation of Virginia's Continuous Improvement Process. The research utilized an explanatory sequential mixed-methods design, grounded in Rotter's locus of control theory and Bandura's self-efficacy theory, which are suggested to influence systematic planning engagement and effectiveness. Forty-four K-12 principals from diverse districts across Virginia completed the Strategic Locus of Control Scale , revealing a generally balanced locus of control with a slight external tendency. No notable patterns were observed between locus of control and demographic variables. Based on the survey results, purposeful interviews with six principals explored contrasting perspectives on preparedness and strategic decision-making: internally oriented principals cited leadership experience and autonomy, while externally oriented principals described systemic constraints, compliance pressures, and stakeholder dependency. All participants reported challenges related to staffing shortages and limited policy flexibility. Though strategic planning was widely regarded as useful, its perceived impact on academic outcomes varied and was often indirect. Though limited by sample size and response rate, findings suggest that principals' psychological beliefs may influence their strategic planning engagement and provide preliminary insights for improving district and school-level planning capacity in the development of Comprehensive School Support Plans, state policy implementation, and systematic approaches to building planning support. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500591 |
| Database: | ERIC |
| Abstract: | This study investigates how principals' control orientations affect the implementation of Virginia's Continuous Improvement Process. The research utilized an explanatory sequential mixed-methods design, grounded in Rotter's locus of control theory and Bandura's self-efficacy theory, which are suggested to influence systematic planning engagement and effectiveness. Forty-four K-12 principals from diverse districts across Virginia completed the Strategic Locus of Control Scale , revealing a generally balanced locus of control with a slight external tendency. No notable patterns were observed between locus of control and demographic variables. Based on the survey results, purposeful interviews with six principals explored contrasting perspectives on preparedness and strategic decision-making: internally oriented principals cited leadership experience and autonomy, while externally oriented principals described systemic constraints, compliance pressures, and stakeholder dependency. All participants reported challenges related to staffing shortages and limited policy flexibility. Though strategic planning was widely regarded as useful, its perceived impact on academic outcomes varied and was often indirect. Though limited by sample size and response rate, findings suggest that principals' psychological beliefs may influence their strategic planning engagement and provide preliminary insights for improving district and school-level planning capacity in the development of Comprehensive School Support Plans, state policy implementation, and systematic approaches to building planning support. |
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| ISSN: | 1537-873X 2998-7067 |
