Author: Bertha Phillips Furcron
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 212
Book Description
A Study of the Perceptions of Teachers and Students on Indicators of School Climate in Selected Middle Schools in the Atlanta Metropolitan School Systems
Author: Bertha Phillips Furcron
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 212
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 212
Book Description
Perception of Teachers and Students on Stress and Building Climate in Selected Middle Schools
Author: Jerry J. Kelley
Publisher:
ISBN:
Category : Middle school students
Languages : en
Pages : 218
Book Description
Publisher:
ISBN:
Category : Middle school students
Languages : en
Pages : 218
Book Description
Middle School Teachers' Perceptions of School Climate and Sense of Efficacy
Author: Shari D. Lantzy
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 181
Book Description
This qualitative study examined middle school teachers' perceptions of (a) factors of school climate, (b) teacher efficacy in the workplace, and (c) school climate's effects on teacher efficacy. Participants in the study included 151 teachers from four middle schools, grade six through eight, located within the same school district in south central Pennsylvania. Qualitative data were gathered from 151 teachers who completed two survey instruments and three open-ended questions. Individual interviews were conducted with 20 teachers and observations were conducted at each study site. Findings of the data showed that three factors of school climate were consistently evident throughout the various data collection methods: (a) Academic Emphasis, (b) Teacher Affiliation, and (c) Collegial Leadership. Participants perceived the four middle schools to be orderly and serious, and teacher relationships were determined to be positive and supportive. The relationship between the principal and teachers was also perceived as friendly and helpful. Participants reported that an adequate supply of resources and materials were available for classroom use. The relationship between the principal and the superintendent was perceived as cordial. However, mixed perceptions were reported about the ability of the principals to secure resources and support for their individual schools. The survey data revealed that teachers perceived students to be (a) unmotivated to ask for help, (b) disinterested in completing assignments, and (c) disrespectful of those who succeed academically. Teacher efficacy was perceived to be high in regard to (a) student engagement, (b) instructional strategies, and (c) classroom management. The majority of the participants perceived the climate of their school to have an impact on their teaching efficacy and cited such factors as (a) an orderly environment, (b) academic focus, (c) students, (d) teacher relationships, (e) principal relations with teachers, (f) home influences, (g) instructional strategies, and (h) teacher motivation.
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 181
Book Description
This qualitative study examined middle school teachers' perceptions of (a) factors of school climate, (b) teacher efficacy in the workplace, and (c) school climate's effects on teacher efficacy. Participants in the study included 151 teachers from four middle schools, grade six through eight, located within the same school district in south central Pennsylvania. Qualitative data were gathered from 151 teachers who completed two survey instruments and three open-ended questions. Individual interviews were conducted with 20 teachers and observations were conducted at each study site. Findings of the data showed that three factors of school climate were consistently evident throughout the various data collection methods: (a) Academic Emphasis, (b) Teacher Affiliation, and (c) Collegial Leadership. Participants perceived the four middle schools to be orderly and serious, and teacher relationships were determined to be positive and supportive. The relationship between the principal and teachers was also perceived as friendly and helpful. Participants reported that an adequate supply of resources and materials were available for classroom use. The relationship between the principal and the superintendent was perceived as cordial. However, mixed perceptions were reported about the ability of the principals to secure resources and support for their individual schools. The survey data revealed that teachers perceived students to be (a) unmotivated to ask for help, (b) disinterested in completing assignments, and (c) disrespectful of those who succeed academically. Teacher efficacy was perceived to be high in regard to (a) student engagement, (b) instructional strategies, and (c) classroom management. The majority of the participants perceived the climate of their school to have an impact on their teaching efficacy and cited such factors as (a) an orderly environment, (b) academic focus, (c) students, (d) teacher relationships, (e) principal relations with teachers, (f) home influences, (g) instructional strategies, and (h) teacher motivation.
A Study of the Comparison Between Teacher Perceptions of School Climate and the Existence of Professional Learning Community Dimensions
Author: Kathryn E. Kelton
Publisher:
ISBN:
Category : Middle school teachers
Languages : en
Pages : 150
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.
Publisher:
ISBN:
Category : Middle school teachers
Languages : en
Pages : 150
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.
A School Environment Study of Selected Student Characteristics and Perceptions about School Climate
Author: Michael James Meissen
Publisher:
ISBN:
Category :
Languages : en
Pages : 444
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 444
Book Description
A Comparative Study of the School Climate as Perceived by Team Teachers and Non-team Teachers in Selected Middle Schools in Michigan
Author: Chantavit Chaemchaeng
Publisher:
ISBN:
Category : Middle schools
Languages : en
Pages : 266
Book Description
Publisher:
ISBN:
Category : Middle schools
Languages : en
Pages : 266
Book Description
How Student Uniforms Impact Teacher Perceptions of Climate in Urban Public Middle Schools
Author: Winston Harris Tucker
Publisher:
ISBN:
Category :
Languages : en
Pages : 528
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 528
Book Description
Teacher Perceptions of School Climate in Selected Georgia Elementary Schools
Author: Phillip Ralph Baker
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 196
Book Description
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 196
Book Description
American Doctoral Dissertations
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 696
Book Description
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 696
Book Description
Rural Teachers' and School Leaders' Perceptions of School Climate and Student Achievement in Math and Reading
Author: Matthew James Dolefowski
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 360
Book Description
The purpose of this multiple case study was to investigate teachers’ and school leaders’ perceptions of how school climate affects student achievement in math and reading at rural schools. The conceptual framework guiding this study was Bronfenbrenner’s (1979) ecological systems theory intertwined with the U.S. Department of Education’s School Climate Surveys (EDSCLS) (2019) school climate model to influence student academic achievement. Purposeful criterion sampling was used to select 13 teachers and school leaders from two rural schools in Western New York. Data was collected through a survey, teacher interviews, and school leader interviews. The data was triangulated and analyzed using open coding, categorical aggregation, and a cross-case synthesis to identify five themes relating to the research questions across multiple sources. The five themes included building strong relationships, social-emotional learning, empowering leadership, differentiation, and positive reinforcement. The results of the study revealed teachers and school leaders perceived school climate domains (engagement, safety, environment) affect student achievement in math and reading at rural schools.
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 360
Book Description
The purpose of this multiple case study was to investigate teachers’ and school leaders’ perceptions of how school climate affects student achievement in math and reading at rural schools. The conceptual framework guiding this study was Bronfenbrenner’s (1979) ecological systems theory intertwined with the U.S. Department of Education’s School Climate Surveys (EDSCLS) (2019) school climate model to influence student academic achievement. Purposeful criterion sampling was used to select 13 teachers and school leaders from two rural schools in Western New York. Data was collected through a survey, teacher interviews, and school leader interviews. The data was triangulated and analyzed using open coding, categorical aggregation, and a cross-case synthesis to identify five themes relating to the research questions across multiple sources. The five themes included building strong relationships, social-emotional learning, empowering leadership, differentiation, and positive reinforcement. The results of the study revealed teachers and school leaders perceived school climate domains (engagement, safety, environment) affect student achievement in math and reading at rural schools.