Locus of Control and Strategic Planning Among Virginia Public School Principals

Abstract

This study examined the locus of control among K-12 public school principals in Virginia and its influence on their preparedness for strategic planning, perceptions of control, and the perceived impact of strategic planning on student academic success. Locus of control is a theoretical construct that captures beliefs about whether succes stems from internal effort or external influences. By investigating these beliefs, this study provides insight into whether principals view strategic planning as a valuable tool for improving student performance or merely as a compliance measure driven by state mandates. Through a mixed-methods approach, the study explored how principals' psychological beliefs intersect with professional practice in shaping educational outcomes. Quantitative findings indicate that, on average, principals exhibited a balanced locus of control, with a slight external orientation. No significant correlations were found between locus of control and demographic factors such as gender, school level, school enrollment, or years of experience. This suggests that personal and professional experiences may play a more substantial role in shaping locus of control than demographic characteristics alone. Qualitative analysis revealed distinct differences in how principals perceive their readiness for strategic planning based on their locus of control orientation. Internally oriented principals attributed their preparedness to professional experience, leadership roles, and their ability to align strategic planning with their vision for student success. They emphasized their control over the learning environment and the direct impact of their decisions. In contrast, externally oriented principals viewed their preparedness as contingent upon external factors such as stakeholder engagement, district policies, and systemic constraints. These principals expressed a greater reliance on collaborative efforts and external resources to navigate the strategic planning process. Ultimately, this study highlights the psychological dimensions of leadership in education and underscores the varying perspectives on strategic planning's role in student achievement. While some principals see strategic planning as an empowering process within their control, others perceive it as shaped by external influences. These findings provide valuable insights for policymakers and educational leaders seeking to support principals in developing and implementing strategic plans that meaningfully impact student success.