Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


School of Education

First Advisor

Linda Samek, Ed.D.

Second Advisor

Scot Headley, Ph.D.

Third Advisor

Eloise Hockett, Ed.D.


This study used a qualitative analysis approach to examine the perceptions of four licensed staff members—three teachers and one counselor—on the use of mission, vision, and values (MVV) to guide daily school operations. There is little empirical research and theory on the use of MVV in schools, and what literature does exist focuses mainly on the administrative level of education management. Thus, this study aimed to explore this topic at a non-administrative level, while still using a licensed layer of a school hierarchy. A focus group with three teachers and an individual interview with a school counselor were used to gather data on how these staff members perceived MVV being used in their school. The interviews uncovered the presence of six unique MVV statements. There were two distinct perceptions of the use of MVV within the school: (1) teachers perceived a lack of intentional and cohesive use within the school, and (2) the counselor felt school policies and practices aligned with the school’s MVV. Further, elements of all six statements were identified within school policies and practices. This distinction may be a result of participants’ differing roles within the school. Participants also explored what might happen if MVV was intentionally used to guide daily school operations. Regardless of participants’ perception of the use of MVV, all participants were quick to defend school administrators as school leaders who were doing the best they could with the resources available to them. This study also serves as a snapshot in time. Data were gathered during the spring of the first full school year of comprehensive distance learning sparked by COVID-19 school closures. Data did not show significant differences between the application of MVV whether learning was in-building or remote. At all times, participants who described areas for growth in using MVV had students at the center of their thinking. The study’s findings suggest that the intentional implementation of MVV could improve school culture and student learning.

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