A Study of the Relationships Between Organizational Climate and School Performance in New Jersey Urban Elementary Schools PDF Download
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Author: Monica M. Browne
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 354
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Book Description
Author: Monica M. Browne
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 354
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Book Description
Author: Donald P. Anderson
Publisher:
ISBN:
Category : Elementary school administration
Languages : en
Pages : 13
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 576
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Book Description
Author: Robert W. Motta
Publisher: BoD – Books on Demand
ISBN: 0854661611
Category : Medical
Languages : en
Pages : 126
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Book Description
Burnout is a relatively common yet poorly understood phenomenon that often results from relentlessly giving of oneself in the service of others. It has also been known to occur in non-human service work. When this giving of oneself becomes excessive, dysfunctional consequences can develop, such as emotional exhaustion, cynicism, depression, and withdrawal. A range of physical consequences can also develop, including high blood pressure, immune system depletion, and a wide range of physical ailments. This book details our evolving knowledge of burnout syndrome and addresses a variety of proposed interventions. These interventions can take place on individual, group, and organizational levels. The importance of burnout has been recently brought to light by depictions of the plight of healthcare workers who have been brought to the brink of exhaustion by the unrelenting demands made upon them by the COVID-19 pandemic. This book elucidates the nature of burnout and how we can best cope with it as individuals and as a society.
Author: John L. Ames
Publisher:
ISBN:
Category : Interaction analysis in education
Languages : en
Pages : 71
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1280
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Book Description
Author: Jessica McKinney
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 0
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Book Description
School climate and culture, and its relevance to student achievement has traditionally been a topic of discussion among educators. There have been many research studies dedicated to determining if a school's culture and climate had an effect on student achievement. This study sought to determine if teachers' perceptions of school culture and climate had an impact on student achievement at the elementary and secondary level. In 1963, Halpin and Croft began their research on the organizational climate of schools and suggested that further research be conducted based on their findings. This research sought to determine if there was a relationship between teachers' perceptions of school culture and climate and students' marking period/trimester 1 grades, teachers' perceptions of school culture and climate and students' Start Strong scores, and teachers' perceptions of school culture and climate and school leadership. The New Jersey School Climate Survey was distributed to teachers in four small school districts in Warren County, NJ. Survey data was collected from a total of 62 respondents, and academic data was provided to the researcher on coded spreadsheets. Data analysis was performed using Pearson correlation tests and independent sample t-tests through the use of the SPSS program in order to determine if any potential relationships existed. The data revealed that teachers' perceptions of school culture and climate did not have an impact on student achievement. Additionally, there were a number of relationships that existed with regard to teachers' perceptions of culture and climate and school leadership. The results indicated that the high school respondents answered less favorably compared to the elementary school respondents on the school leadership survey questions. This study may help school leaders have constructive conversations with their staff with regard to the school's culture and climate.(ProQuest abstract).
Author: Engin Karadağ
Publisher: Springer
ISBN: 3319149083
Category : Business & Economics
Languages : en
Pages : 275
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Book Description
This book focuses on the effect of leadership on organizational outcomes and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret leadership literature and suggest new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the editors compile various studies examining the relationship between the leadership and thirteen organizational outcomes separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 764
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Book Description
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.
