Teachers’ Perspectives on Planning for School Improvement: Processes, Critical Factors, and Perceived Outcomes

Abstract

Strategic planning and strategic action have been identified as valuable frameworks for school improvement. Therefore, school reforms in different parts of the world have mandated formal planning to support improvement. However, planning is only sometimes fully embraced and knowledge-based, raising questions about schools' efficacy in strategic planning and action processes. In that sense, developing a better understanding of strategic planning and action is critical. This study focuses on the school planning processes in Portuguese schools by exploring how three Portuguese schools engaged in strategic action planning processes. A qualitative approach was employed. School strategic processes, critical factors for high-quality strategic action and planning, and perceived outcomes of strategic action plans were identified. The findings indicate that schools have embraced strategic action plans, despite the difficulties encountered during the planning and implementing process. Planning was limited by deadlines, failing in teachers, and other stakeholders' participation. Limited financial support and human resources were identified as factors hindering plan implementation. Compromise to school mission was identified as the main factor facilitating planning and action. The results point to crucial challenges for policymakers and school leaders. It also has relevant implications for future research related to school improvement.