Teachers' Perceptions of School Climate in Value-added Schools PDF Download

Author: Wai Fong Lee
Publisher:
ISBN:
Category :
Languages : en
Pages : 160

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Author: Briget Ethier
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 150

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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.

Author: DiAnn B. Casteel
Publisher:
ISBN:
Category : School environment
Languages : en
Pages : 232

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Book Description

Author: H. Jerome Freiberg
Publisher: Routledge
ISBN: 1135714517
Category : Education
Languages : en
Pages : 240

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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.

Author: Laura A. Brooks
Publisher:
ISBN:
Category : School environment
Languages : en
Pages : 138

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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.

Author: Ilhan Gunbayi
Publisher:
ISBN:
Category :
Languages : en
Pages : 10

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Book Description
This study examined the difference in the levels of the variables related to the school climate factors among the teachers teaching social science courses, the teachers teaching natural science courses, and the teachers teaching art, music and physical education. As a result of the analyzes, all the teachers reported open climate in relation to the factors of team commitment, organizational clarity and standards, intimacy and support, autonomy, member conflict, medium climate in relation to the factors of risk and in reward. Additionally, the teachers teaching art, music and physical education reported higher open school climate than others, man than women, single teachers than married ones, the teachers with more degree of education than the ones with a lower degree of education, older teachers than younger ones, and the teachers with less seniority than the ones with more seniority. Finally, some ideas were suggested about what should be done in helping teachers to work in a more desirable open school climate. (Contains 1 figure and 6 tables.).

Author: Ellen DeeAnn Powell
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 264

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Book Description
Since the passage of the No Child Left Behind (NCLB) Act of 2001, the demand for accountability in schools across America has put a spotlight on teacher quality. As part of the focus on school improvement, one area that is sometimes overlooked is teacher evaluation (Varlas, 2009). Within the research, studies can be found that show a relationship between school climate and the effectiveness of teacher evaluation systems (King, 2003: Stronge, 2006; Wilson & Natriello, 1987). It has also been found that effective teacher evaluation can improve school climate (Colby, Bradshaw, & Joyner, 2002). Learning how the overall climate of a school relates to the evaluation process could be beneficial to school administrators and teachers alike. The purpose of this study was to investigate elementary school teachers' perceptions of their school climate and determine if a relationship existed between those perceptions and the perceptions they have of their formative and summative evaluations. This quantitative study was conducted in 35 public elementary schools within a southeast urban area of Houston, Texas. The Organizational Climate Description Questionnaire for Elementary Schools (Hoy, Tarter, & Kottkamp, 1991) was administered to the schools' teaching staff to determine teacher perceptions of their school climate. Additionally, the Teacher Evaluation Profile (Stiggins & Duke, 1988) was given to determine the perceptions of teachers related to their most recent evaluation experiences. Data from the 746 participating teachers was analyzed using a Spearman Rank Correlation Coefficient and Partial Least Squares (PLS) Modeling to assess the relationship between school climate and the teachers perceptions of evaluation effectiveness. The findings indicated that correlations of scores for the various subtests on the Organizational Climate Description Questionnaire Elementary version (OCDQ-RE) with the scores for the various subtests on the Teacher Evaluation Profile (TEP) existed in the direction that supports the stated hypotheses. The six PLS path models defined in this study have practical and/or theoretical significance to predict the relationships between elementary school climate and teacher perceptions regarding evaluation. By understanding the relationship between school climate and teacher evaluation, principals will be better equipped to improve their schools and meet the challenges of NCLB.

Author: Kathryn E. Kelton
Publisher:
ISBN:
Category : Middle school teachers
Languages : en
Pages : 150

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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.

Author: Tony Wagner
Publisher: John Wiley & Sons
ISBN: 1118429516
Category : Education
Languages : en
Pages : 298

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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.

Author: Clyde Reginald Alston
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 117

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Book Description
A school's climate either positively or negatively affects teaching and learning within the school. School administrators have the responsibility to ensure the school climate supports both. This responsibility can only be met when school leaders have an accurate understanding of climate in the schools they serve. This causal-comparative study examines administrators' and teachers' perceptions of school climate among the academic, social, affective, and physical domains of school climate, as measured by the revised School Level Environment Questionnaire (r-SLEQ). Data were examined using an independent samples t-test to determine whether statistically significant differences in school climate perceptions exist between administrators and teachers on school climate overall and also uses an independent samples t-test to determine if differences exist on individual climate domains. Independent samples t-tests indicated significant differences (p