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Teachers' Perceptions of School Climate in High Performing Schools and Low Performing Schools

Author : Briget Ethier

Publisher :

Page : 150 pages

File Size : 10,64 MB

Release : 2017

Category : Academic achievement

ISBN :

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Book Description

The purpose of this quantitative, causal comparative research study was to determine if there was a significant difference in teachers’ perceptions of school climate between high performing schools and low performing schools. The study investigated teachers' perceptions of overall school climate, collaboration, decision-making, instructional innovation, student relations, and school resources. Data was collected from 75 teachers in three high performing schools and 75 teachers in three low performing schools from one school district. The Revised School Level Environment Questionnaire (Revised SLEQ) was the instrument utilized in the study to measure teachers' perceptions of overall school climate in addition to the five aforementioned subscales. The results obtained from the 150 surveys were analyzed using a multiple independent samples t tests to identify if there was a statistical difference between group means on the Revised SLEQ. This study is significant because it provide individuals in the field of education with evidence that their perceptions might be impacted by the academic achievement in their schools. The study was also intended to provide evidence that perceptions play a very important role in the overall effectiveness of an educational institution. The study revealed that there was a significant difference between the two populations with regards to overall school climate, student relations, school resources, instructional innovation while there was not a significant difference with regards to decision making and collaboration. Future research is recommended to investigate teachers’ perceptions of school climate with the incorporation of a larger population and the incorporation of more recent data.



School Climate

Author : H. Jerome Freiberg

Publisher : Routledge

Page : 240 pages

File Size : 19,55 MB

Release : 2005-08-02

Category : Education

ISBN : 1135714517

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Book Description

Like a strong foundation in a house, the climate of a school is the foundation that supports the structures of teaching and learning. This book provides a framework for educators to look at school and classroom climates using both informal and formal measures. Each chapter focuses on a different aspect of climate and details techniques which may be used by heads or classroom teachers to judge the health of their learning environment. The book sets out to enhance understanding of the components of a healthy learning environment and the tools needed to improve that environment. It also looks at ways to assess the impact of change activities in improving and sustaining educational excellence. The international team of contributors bring perspectives from the school systems in America, UK, Australia and Holland.



A Study of the Comparison Between Teacher Perceptions of School Climate and the Existence of Professional Learning Community Dimensions

Author : Kathryn E. Kelton

Publisher :

Page : 150 pages

File Size : 19,78 MB

Release : 2010

Category : Middle school teachers

ISBN :

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Book Description

This research study was conducted to determine whether teachers' perceptions of climate within a school had a significant influence on the dimensions that support a community of professional learners. Teachers from ten middle schools in one central Florida school district completed a combined survey design which included questions pertaining to both climate characteristics and Professional Learning Community (PLC) dimensions. Foundational theories regarding both learning organizations and organizational climate were explored. Recent research on the development of professional learning communities and school climate was also examined. Descriptive and inferential statistics were performed to investigate each research question; these statistics included Spearman rho correlations, multiple regressions, and chi-square analyses. Findings demonstrated that the null hypotheses were rejected or partially rejected for each research question. Significant relationships were found between teachers' perceptions of school climate and the dimensions of a PLC. Of the demographic variables, only years of teaching experience was found to be not significantly related to the school climate dimensions. The implications of these results validate the importance of building a climate of supportive principal behavior and committed and collegial teacher behaviors, as demonstrated by the significant relationship of these characteristics to schools exhibiting higher degrees of the dimensions that constitute a PLC. Educational stakeholders wishing to develop schools into job-embedded communities of learners with evidence of the five dimensions (shared leadership, shared vision, collective creativity, peer review and supportive conditions) must attend to developing the climate behaviors necessary for that to occur. As demonstrated by the research results, establishing an appropriate school climate that promotes professional interaction, support, and teacher commitment to students is a strong place to begin.



Teacher Perceptions of School Climate when Using the Love and Logic Discipline Approach

Author : Mary Kay Kelly

Publisher :

Page : 102 pages

File Size : 48,32 MB

Release : 2011

Category : School discipline

ISBN :

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Book Description

This study examined teachers' perceptions of school climate when using the Love and Logic discipline approach. Forty-nine participants from three elementary schools completed the School Discipline Climate Survey to assess school climate while using the Love and Logic discipline approach. Seven selected participants were interviewed to support perceptual data from the survey. A comparison was then made to determine if any relationship existed between the School Discipline Climate Survey results and the interview responses. Discipline data provided additional information for two of the three participating schools, with one school providing both pre-and post-implementation data. Responses from participants were tabulated and analyzed. According to this study, discipline offenses decreased annually in schools using the Love and Logic discipline approach with the largest impact being identified after the fifth year of implementation. Both survey and interview data suggested that consistent use of the principles of Love and Logic was an effective discipline approach in school settings. As evidenced by the fact that all school climate survey categories scored 70% or better, with the one exception of the teacher training category only scoring 46%, participants suggested that the Love and Logic discipline approach resulted in a positive school climate.



The Perceptions of School Climate, School Safety, and School Violence and Their Effects on Teacher Commitment

Author : Laura A. Brooks

Publisher :

Page : 138 pages

File Size : 29,69 MB

Release : 2015

Category : School environment

ISBN :

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Book Description

The purpose of this qualitative research study was to study the perceptions of the five dimensions of school climate, the effect school safety and violence had on the teachers' perceptions of school climate, and the role school climate played on the teachers' commitment to their professional responsibilities. This research study was conducted at one high school in south central Pennsylvania and utilized the California School Climate Survey, published by WestEd, an open-ended question, and one-on-one interviews conducted by the researcher. The survey participation rate among the teachers was 77%, the open-ended question was answered by 67% of the participating teachers, and 15% of the participating teachers completed one-on-one interviews. School climate factors such as safety, relationships, teaching and learning, the institutional environment, and the school improvement process were studied in order to identify areas within the school that bolstered morale and improved the climate as well as areas that decreased the climate and need improvement. Results from the three methods of data collection indicated that a majority of teachers felt safe at this school, 56% of the participants stated that safety related issues did not affect their perceptions of school climate, and school safety either increased commitment or did not affect it at all. In addition, the teachers maintained great working relationships with one another, which increased commitment. Most teachers wanted academic success for all students, but not all teachers believed academic success to be possible. The teachers' commitment to teaching increased as a result of the need for academic improvement. The new school building and materials aided student learning, which increased commitment; and the school improvement initiatives were overwhelming, which decreased teacher commitment.







Improving Perceptions of School Climate in Low Income Schools

Author : Bethany Nicole Straub

Publisher :

Page : 128 pages

File Size : 15,96 MB

Release : 2020

Category : Classroom environment

ISBN :

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Book Description

The purpose of this applied study was to further understand the problem of teachers’ perceptions of school climate in low income schools and to formulate a solution to address the problem using both qualitative and quantitative data gathered from teachers. The problem was that factors outside of the scope of control of teachers and administrators have the potential to affect school climate because teachers use multiple factors to gather and make a decision on their perception of their building’s school climate, and educators and researchers must understand these multiple facets in order to suggest improvement. In Chapter One, the researcher provided the reader with a background of school climate, the relevance of the study, proposed research questions, and important definitions to understand when working with school climate. This research aimed to answer the central question of how to improve school climate at Yellow Lane Elementary School, a low income school. Sub-questions included factors that teachers use to determine school climate, proposed solutions by the teachers, and the teachers’ perception of the impact of the student population has on the school climate. Chapter Two provided a theoretical framework for the research and summarized and analyzed the current literature. Chapter Three proposed the research design for this applied study that includes quantitative survey administration and qualitative data collection of interviews and focus groups. Chapter Four analyzed and described the results of the data gathered from the qualitative and quantitative methods. Chapter Five presented a solution to address the problem of low school climate at low income schools.



Change Leadership

Author : Tony Wagner

Publisher : John Wiley & Sons

Page : 298 pages

File Size : 37,19 MB

Release : 2012-06-28

Category : Education

ISBN : 1118429516

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Book Description

The Change Leadership Group at the Harvard School of Education has, through its work with educators, developed a thoughtful approach to the transformation of schools in the face of increasing demands for accountability. This book brings the work of the Change Leadership Group to a broader audience, providing a framework to analyze the work of school change and exercises that guide educators through the development of their practice as agents of change. It exemplifies a new and powerful approach to leadership in schools.



Relationship Between School Climate and Student Achievement

Author : Keri Brown Hampton

Publisher :

Page : 224 pages

File Size : 14,92 MB

Release : 2008

Category : School environment

ISBN :

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Book Description

This quantitative research study was designed to investigate the relationship between school climate and student achievement. Using survey methods, data were collected using the Organizational Climate Descriptive Questionnaire Revised for Elementary Schools (OCDQ-RE) from 599 teachers in 33 schools located within the Region VII Education Service Center area. Quantitative data were analyzed using the Pearson r correlational analysis method and descriptive statistics to determine the relationship between teachers' perceptions of school climate and student achievement. Findings revealed a moderate relationship between teachers' perceptions of teacher openness when compared to standardized test scores and a small association among teachers' perceptions of principal openness and standardized test scores. By examining the overall campus climate evidence was found that campuses having an open or engaged climate typically had a higher percent of students meeting the TAKS standard when compared to campuses with a closed or disengaged climate.