Configurations of site-based financial leadership practice within school contexts

摘要

This study employed an ethnographic perspective to generate a grounded theory that contributes to the understanding of financial leadership practice in four elementary school contexts: Non Title I School, Title I School, Empowerment School and Charter School. The literature, interviews, observations, document analysis, and review of relevant financial artifacts at each site were used to form an Innovation Configuration Map, which represented financial leadership practice.Results showed that financial leadership practices are rooted in targeted resource tools, mindful internal accountability routines, and collaborative, inquiry based mindsets of school practitioners. Moreover, variations emerged such that financial leadership practices adapted to the unique context of the site.This study found that explaining, analyzing, and documenting the configurations that exist with recognized financial leadership practices helps to illuminate the connection between spending practices and school improvement efforts in different school contexts.