Date

8-9-2026

ESRP 9000 Professor

Jason Abreu, Ed.D.

ESRP 9001 Professor

Jason Abreu, Ed.D.

Executive Summary

Strengthening Organizational Culture Through Strategic Planning: A SWOT-Based Approach to Restoring School Pride. Ishia Reed Dawson, 2026: Strategic Research Project, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: accountability, assistant principal, Capturing Kids’ Heart, chronic absenteeism, construct-irrelevant factors, ecological mindset, environmental scan assessments, frequent belonging programming, Google Classroom, institutional commitment teams, leadership roles, MAXQDA 18, Positive Behavioral Interventions and Supports (PBIS), process champions, school pride, social-emotional learning, Title 1

This strategic research project was designed to provide a plan to address declining school culture and institutional pride inside a middle school serving economically disadvantaged learners, identifying chronic absenteeism, fractured peer relationships, and negative community perception as critical organizational challenges threatening learner involvement and educator burnout. SWOT analysis, Internal Factor Evaluation (IFE), and External Factor Evaluation (EFE) matrices revealed organizational weaknesses nearly balanced by internal strengths, calling for strategic intervention to prevent further cultural deterioration. Quantitative Strategic Planning Matrix (QSPM) analysis comparing three possible solutions identified creating frequent belonging programming as the optimal strategic option, with a total attractiveness score of 4.37, reflecting superior consistency with organizational capacity and favorable external opportunities.

The research outcomes established that peer mentoring and connection programs, grounded through meaningful peer relationships and supported by training, regular supervision, and recognition systems, significantly predicted student belonging, institutional attachment, and behavioral improvements throughout diverse student populations. Mixed-methods evaluation incorporating quantitative attendance data, engagement surveys, and qualitative student focus groups documented incremental cultural changes and different impacts across demographic groups.

Recommendations for mentor evaluation effectiveness emphasized assessing both mentor-mentee relationship quality by structured observations and measurable mentee outcomes, including attendance improvements. Regular supervision meetings between mentors and coordinators provided feedback, problem-solving support, and recognition preventing burnout. Possible solutions included creating explicit champion teacher selection criteria emphasizing interpersonal relationships and cultural responsiveness, implementing monthly celebration assemblies honoring diverse accomplishments, developing inclusive activity calendars grounded in student voice, and establishing persistent monitoring systems ensuring accountability and program sustainability. These integrated strategies transformed disengaged students into invested stakeholders experiencing authentic validation and connection while establishing resilient cultural systems.


Document Type

Strategic Research Project-NSU Access Only

Degree Name

Doctor of Education (EdD)

College

Abraham S. Fischler College of Education and the School of Criminal Justice

Concentration

Educational Leadership

Language

English

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