An Analysis of Faculty Meeting Content and Processes: A Multi-Case Study of Three South Texas Schools

Abstract

This qualitative study explored faculty, staff, and principal experiences in faculty meetings. Using a dialogic hermeneutic approach, participants engaged in conversation, detailing their experiences while suggesting what their ideal faculty meeting might look like, obstacles that may inhibit the ideal from becoming reality, and whether current content covered and processes used affect student achievement. The experiences shed light on the pressures faced by all who attend faculty meetings mostly due to mandates. The findings suggest that faculty meeting time is a place to disseminate mandates and expectations, not for teacher development or affecting student learning.