Relational trust shapes whether SWOT functions as organisational learning or superficial compliance¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In high-trust environments staff engage transparently with data and participate in collective sense-making, enhancing diagnostic accuracy; in low-trust settings SWOT reduces to mechanical enumeration dominated by few voices. → Keravnos 2025

Evidence¶

Keravnos 2025¶

Keravnos, N., & Orphanos, S. (2025). Utilisation of SWOT analysis for decision-making in educational contexts. European Journal of Educational Management, 8(4), 219-234. https://doi.org/10.12973/eujem.8.4.219

q2 · i? · theoretical · r2

The article's theoretical synthesis of leadership and trust research reports that high-trust environments foster transparent data engagement and collective sense-making that enhance diagnostic accuracy; no effect size is printed.

"In environments characterised by high trust, staff members engage transparently with data, challenge assumptions, and participate in collective sense-making—behaviours that enhance diagnostic accuracy and improve decision-making quality."

Discussion¶

Related Claims¶

• SWOT in educational settings is typically applied superficially, episodically, and detached from improvement cycles — related
• Agentic engagement with lively data supports epistemically just crisis sensemaking — related
• Social dynamics — trust, friendship, openness, and rudeness — shape the effectiveness of dialogic interactions — related
• Dispositions such as openness and shared responsibility are shaped by conditions, not fixed individual traits — related
• Continuous improvement can fall short when it becomes a compliance-based checklist activity detached from purpose and equity — related
• Relational elements — trust, voice and agency, and equity — are preconditions for restorative practices to work — a narrower finding that bears on this claim
• Contextual resources shape teachers' agentic responses in challenging situations, which in turn shape their interpretations of student behavior and possibilities for responsiveness — related