Teacher Perceptions of School Climate in Selected Georgia Elementary Schools PDF Download
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Author: Phillip Ralph Baker
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 196
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Book Description
Author: Phillip Ralph Baker
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 196
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Book Description
Author: David Probst
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 260
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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: Bertha Phillips Furcron
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 212
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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
Author: Angeline Elizabeth Miller
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 174
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Author's abstract: The purpose of this qualitative study was to understand the impact of the school climate components of teacher job satisfaction, morale, and efficacy on student achievement. This qualitative study utilized semi-structured interviews of both principals and teachers, reviewed information pertaining to the school district's Southern Association of Colleges and Schools accreditation, and from the School Matters website pertaining to one school that made Adequate Yearly Progress, and one that did not make Adequate Yearly Progress. The sample of eight teachers was selected using a purposive sampling and the accounts of their personal ideas, feelings, beliefs, and perceptions of their feelings of job satisfaction, morale, and efficacy were presented through direct quotes to provide richness in detailing their real world descriptions. The principals at both elementary schools were also interviewed to determine their feelings about the climate within their respective buildings. Teachers at the both schools indicated that their personal feelings did not influence their professional obligations; however, in the school that did not make Adequate Yearly Progress, the teachers indicated that they wanted to be respected by their principal; therefore, in this study, it appears that feelings of job satisfaction can impact a school's potential to make Adequate Yearly Progress. Findings revealed that teacher morale has the potential to impact a school's ability to make Adequate Yearly Progress because in the school that made Adequate Yearly Progress, there was a sense of trust, confidence, and enthusiasm that existed among its teachers, whereas, in the school that did not make Adequate Yearly Progress, this type of atmosphere was not fully operational. Teacher efficacy did not appear to have an impact on a school's potential to make Adequate Yearly Progress because teachers at both schools were confident about their ability to successfully teach their students. School principals and those aspiring to be building level supervisors, may wish to explore the findings of this research to address components of school climate. This information can enable them to foster an environment that is conducive for student learning. Teachers are a valuable asset to the educational profession which includes helping students and building level administrators achieve success.
Author: Richard G. Heflich
Publisher:
ISBN:
Category : High school environment
Languages : en
Pages : 406
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Book Description
Author: Garry Wade McGiboney
Publisher: Cambridge Scholars Publishing
ISBN: 1443896683
Category : Psychology
Languages : en
Pages : 270
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Book Description
Many people have become impatient with school reform and school improvement efforts that fail to include school climate. The importance of a positive school climate is emerging in current research, not only as an essential component of school reform and school improvement, but also as a necessary framework for maintaining excellent schools and providing healthy and safe schools for all students. Research strongly suggests that educators and policy makers have a lot to learn about the importance of school climate for school safety and academic success. With the growing body of research regarding school climate, it is important to study the research and understand how the psychology of school climate and how the elements of school climate can be viewed from a population-based perspective, as well as understanding the impact of school climate on individual students. This review of school climate research includes hundreds of articles and research papers of different perspectives from around the world in numerous cultures. School climate is becoming a science of education and psychology that must be studied further in order to understand the dynamic nature of learning environments, to identify elements that support or threaten the learning environment, and to learn how to improve the conditions for learning in all schools.
Author: Rodney James Backman
Publisher:
ISBN:
Category : Elementary schools
Languages : en
Pages : 127
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Book Description
Author's abstract: This researcher looked at two elementary schools using a year round education calendar and provided a descriptive account of their experience. A case study format was used. Quantitative data on standardized test scores, discipline, and attendance were collected. Interviews and focus group sessions were conducted at each site. The overarching research question for this study was: What are the experiences of stakeholders in two Georgia elementary schools that have implemented year round education? A cross site analysis of the major issues showed that both schools agreed on five areas in which the year round education schedule had a positive impact. These areas were: student achievement/motivation, school climate, intercession, stakeholder perceptions/communications, and facility maintenance/cleanliness. Lemonds County Elementary School (pseudonym) also identified discipline as an area positively impacted by the current school calendar. West City Elementary School (pseudonym) listed teacher acquisition/retention as an item positively affected by the current school calendar. The two elementary schools both indicated two issues to be neutral with respect to the schedule. These were: attendance and community/after school activities. The two schools both identified summer break as an area negatively impacted by the YRE schedule. The researcher concluded that year round education is effective in elementary schools that are part of small Georgia school systems, however, it cannot completely overcome the challenges inherent in the educational setting where a vast majority of the students reside in families from the low socioeconomic category. The researcher also found that the keys to successful implementation of this educational delivery option were: to conduct considerable research prior to implementation, to develop a very detailed implementation plan at a very early point in the process, to involve key stakeholders in the implementation process, and to communicate implementation efforts to stakeholders at all phases of the implementation process. The results of this study largely supported earlier research in this area.
Author: Keri Brown Hampton
Publisher:
ISBN:
Category : School environment
Languages : en
Pages : 224
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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.
