Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Jonathan Green

Second Advisor

Philip Pendley

Third Advisor

Bradley Tooker

Abstract

Purpose: The research aimed to explore how exemplary K-5 public elementary school teachers in Southern California perceive the factors that support or hinder S.M.A.R.T. goal implementation, as well as their suggestions for sustaining these practices in their classrooms. This study also examined how teachers who successfully implement S.M.A.R.T. goals experience the process of using them to promote academic clarity, strengthen student ownership, and foster long-term achievement.

Methodology: The research design used qualitative phenomenological methods to collect and analyze data. Nine K-5 teachers from public elementary schools in Southern California were purposefully selected based on specific criteria. Semistructured interviews served as the primary data source, and the researcher applied Moustakas’s (1994) systematic procedures for phenomenological reduction to guide coding, theme development, and synthesis.

Findings: The research identified five main factors that enable S.M.A.R.T. goal achievement: (a) data-based instructional decisions, (b) student participation and understanding, (c) targeted intervention methods, (d) teacher expertise, and (e) effective parent–teacher communication. The primary obstacles to implementation included insufficient time, inconsistent professional development, competing instructional initiatives, and varying levels of administrative support. Teachers also identified three essential sustainability strategies, emphasizing the need for collaboration, clearly defined goals, and ongoing professional development.

Conclusion: The research shows that S.M.A.R.T. goals achieve their strongest results and most lasting impact when schools cultivate a culture of clear communication, shared expectations, and teamwork between teachers and their leaders. S.M.A.R.T. goals become even more effective when schools provide meaningful professional development and protect dedicated instructional time, which supports stronger student engagement and more consistent academic progress monitoring.

Recommendations: The recommendations focus on two main areas: teachers need additional training in goal-setting methods, and schools must establish common academic targets and behavioral expectations. Effective implementation requires professional learning communities to focus on data analysis and progress monitoring, as well as providing dedicated time for staff to reflect, collaborate, and align their practices. Creating sustainable schoolwide systems that extend beyond individual classrooms will strengthen long-term commitment to S.M.A.R.T. goal achievement.

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