CREATING A FRAMEWORK FOR CHANGE IN PreK-12 CATHOLIC SCHOOL SYSTEMS

Abstract

This mixed-methods dissertation addresses the absence of a structured framework for system-level change in Catholic PreK-12 school systems, specifically examining the Diocese of Faith (pseudonym) which encompasses 28 schools serving 9,563 students across 13 counties in the southeastern United States. Using improvement science methodology with a parallel convergent design, the study administered the North Carolina Teacher Working Conditions Survey at three time points and conducted three focus group sessions with five elementary school principals between March and May 2025 to develop and refine a comprehensive framework for systematic organizational change. The research identified five bellwether indicators of organizational climate and revealed that faculty comfort with raising important issues scored lowest (less than 40% strong agreement), aligning with qualitative themes emphasizing the need for voice and participation, office of education visibility, and expanded data sources beyond climate surveys. The findings demonstrate that successful transitions from historically decentralized governance to coordinated system-level support require establishing central office visibility and role clarity before implementing change initiatives, incorporating multiple data sources including academic outcomes, and creating differentiated implementation strategies that honor the unique contexts within parochial governance structures. This study contributes to the limited body of research on Catholic school system-level change by providing empirical evidence that collaborative framework development with building leaders can bridge the historical tension between school autonomy and system coordination while advancing equity through structured stakeholder engagement.