Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Edgar McIntosh

Second Advisor

Dr. Susan Luft

Third Advisor

Dr. Shaireen Rasheed

Abstract

Strategic planning is a vital endeavor for school districts across New York State. Often, however, significant human and financial capital is invested in these processes without investigating their impact beyond immediate student outcomes. While student success is the ultimate priority, little attention has been paid to the effect strategic planning has on the practitioners charged with implementing it, specifically teachers. This phenomenological mixed-method case study investigates how strategic planning influences teachers’ perceptions of their practice and identifies how districts can better engage educators to ensure the successful realization of district goals. In this study, district leaders participated in semi-structured interviews, while teachers completed online surveys featuring Likert-type scales to facilitate statistical analysis. The findings indicate a positive relationship between inclusive strategic planning, stakeholder knowledge-building, and the successful implementation of district goals. The study demonstrates that when those responsible for the implementation of goals are granted agency and voice in the planning process, they demonstrate greater fidelity and consistency in applying mutually developed objectives. Ultimately, when faculty members understand and support the strategic vision, they develop a deeper commitment to its application. These insights are essential for any organization seeking to foster growth, improvement, and enhanced outcomes for the communities they serve.

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