EVALUATING SCHOOL QUALITY THROUGH AN ADAPTED CONTEXT-PROCESS-PRODUCT FRAMEWORK

Abstract

School quality improvement requires attention to both internal organizational processes and external governance. This study evaluated a school quality program through an adapted application of the Context, Input, Process, and Product framework, operationalizing Context as school committee role, Process as principal adaptive leadership, and Product as school quality culture because Input data were unavailable. A descriptive-correlational design involved 18 voluntary teachers and education personnel from one school. Three 0-4 questionnaires measured school committee roles (40 items), adaptive leadership (36 items), and school quality culture (36 items). Aggregate attainment was 81.6% for Context, 89.7% for Process, and 88.9% for Product. Two-tailed Pearson analysis identified a positive Process-Product association (r = 0.551, p = 0.018; approximate 95% CI [0.113, 0.810]), whereas Context was not significantly associated with Process or Product. The five Context items with the largest standard deviations all concerned committee oversight, indicating substantial response heterogeneity. Eight respondents could not be matched to the available official teacher roster, and instrument provenance, psychometric evidence, and detailed ethics documentation were unavailable in the study record. The findings are therefore exploratory and site-specific. The study contributes a cautious, CIPP-informed diagnostic perspective that distinguishes internal leadership-quality culture alignment from perceived external oversight and identifies priorities for stronger governance documentation and future mixed-method evaluation.