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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
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1500591
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  Label: Title
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  Data: Locus of Control and Strategic Planning among Virginia Public School Principals
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  Data: <searchLink fieldCode="AR" term="%22Fallon+Graham%22">Fallon Graham</searchLink><br /><searchLink fieldCode="AR" term="%22Carol+Cash%22">Carol Cash</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Planning%22"><i>Educational Planning</i></searchLink>. 2026 33(1):30-47.
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  Data: International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal
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  Data: 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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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 30
    Subjects:
      – SubjectFull: Locus of Control
        Type: general
      – SubjectFull: Strategic Planning
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Professional Autonomy
        Type: general
      – SubjectFull: Compliance (Legal)
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Instructional Leadership
        Type: general
      – SubjectFull: Virginia
        Type: general
    Titles:
      – TitleFull: Locus of Control and Strategic Planning among Virginia Public School Principals
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            NameFull: Fallon Graham
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            NameFull: Carol Cash
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              Y: 2026
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