Steinhoff, Kraig; De Jong, David; Curtin, Susan; Chesnut, Steven; Steiner, Cory J.

Y

1931-6569

Competency Based Education, Educational Change, Elementary Secondary Education, Administrator Attitudes, Administrator Characteristics, Barriers, School Districts, Superintendents, Principals

Alaska, Texas, Minnesota, Georgia, Wisconsin, Michigan, California, Ohio, Arizona, Colorado, Vermont, Oklahoma, Florida, Maine, New Hampshire, New York, Rhode Island, Connecticut, Indiana, Massachusetts, Tennessee, Washington, District of Columbia

This study examined why schools and districts transitioned from traditional education systems to competency-based, the challenges and benefits school experienced, and characteristics needed in a leader for the shift in education. The study used a quantitative approach informed by survey and correlational research. The participants in this study included 39 K-12 administrators from across the United States. Based on the results of this study, superintendents should transition their districts and schools from traditional based education to CBE for three reasons. First and foremost, we are struggling to meet the needs of our students. Second, student achievement is low in our schools. Finally, we must prepare our students for their future, not the future we prepared for when we were students.

As Provided

Elementary Secondary Education

2022

EJ1330374