School Climate and Teacher Commitment in Title I Qualifying School Districts in Pennsylvania PDF Download
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Author: Kevin J. O'Donnell
Publisher:
ISBN:
Category : Motivation in education
Languages : en
Pages : 141
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Book Description
Author: Kevin J. O'Donnell
Publisher:
ISBN:
Category : Motivation in education
Languages : en
Pages : 141
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Book Description
Author: Larry Don Smith
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 83
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Book Description
This study examined the relationship between school climate and teacher commitment. The study focused on elementary schools in Northeast Alabama. Thirty-four elementary schools consisting of 522 teachers took part in the study. The teachers completed two survey instruments: the Organizational Climate Index (OCI) and the Organizational Commitment Questionnaire (OCQ). With the school as the unit of analysis, the OCI outlined and measured four elements related to school climate (collegial leadership, teacher professionalism, academic press, and institutional vulnerability). Those four elements were the independent variables used for the study. The dependent variable was teacher commitment measured by the 15 items of the OCQ. The socioeconomic status (SES) was a control variable. That variable was calculated from the percentage of free and reduced lunches at each school. Results indicated that teacher commitment is related to school climate. The study showed that the most significant predictor of teacher commitment was teacher professionalism. Collegial leadership and academic press were predictors of teacher professionalism, while SES was a predictor of academic press.
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: Nahdi Samae
Publisher:
ISBN:
Category :
Languages : en
Pages : 252
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Book Description
The objective of this study was to investigate the relationship of school climate and teacher commitment. A total of 13 external quality assurance accredited Islamic private secondary schools in Pattani were surveyed and 304 teachers were randomly selected to participate in the study. The instruments used in this study were the Organizational Climate Index (OCI) (Hoy, et al., 2002) and the Organizational Commitment Questionnaire (OCQ) (Mowday, et al., 1979). The 27-item OCI measured four dimensions of school climate (collegial leadership, teacher professionalism, academic press, and institutional vulnerability). Those four elements formed the independent variables used for the study. The dependent variable was teacher commitment measured by the 15 items of the OCQ. The findings from the descriptive statistics indicated a very high level of teacher commitment. Correlational analysis reported 3 significant relationships between school climate dimensions and teacher commitment. Collegial leadership and teacher professionalism showed positive significant relationships with teacher commitment. Institutional vulnerability was negatively related to teacher commitment. The regression results concluded that the best predictor of teacher commitment is collegial leadership. Furthermore, teacher professionalism was also found to be a significant predictor of teacher commitment.
Author: H. Jerome Freiberg
Publisher: Routledge
ISBN: 1135714509
Category : Education
Languages : en
Pages : 244
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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: Adeniran Gregory Adewusi
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The overarching purpose of the present study was to examine school climate dimensions and organisational teacher commitment with the hope of understanding the functionality of schools taking cognisance of poor performance of learners in the annual matric examination in South Africa. The study was underpropped by adopting the theoretical framework by Meyer and Allen (1997); Meyer, Morin, and Wasti (2017), Tri-Component Commitment Model (TCCM) in gaining an insight about work environment (school climate) and organisational behaviour (teacher commitment). The study assumed a qualitative interpretivist-paradigm and a phenomenological research design. I made a convenient and purposive selection of nine Grade 12 teachers from the three Education Districts in Tshwane Education Districts of Gauteng Province. The criteria for selection was premised on teachers with teaching qualification(s), teachers teaching Grade 12 terminal class and teachers with at least two years of teaching experience in Tshwane Education Districts. Data collection was through a semi-structured interview, observation field notes and reflective research journal, and a thematic analysis was employed for data analysis. Four themes emerged in the present study due to the thematic analysis together with interpretation. Theme one: Concept of collegial leadership relates to the organisational leadership of the school principal with respect of organisational justices (procedural, distributive and interactional justice) and teacher commitment. Theme two: Professional teacher behavioural patterns emphasises anticipated teacher professional behaviour and commitment taking note of the contemporary development and challenges of education, particularly in the South African context. Theme three: Learner achievement press features discusses varied learner achievement challenges and the extent to which learners exhibit academic prowess initiated by the concerted efforts of school leadership, teachers, learners and parents. Theme four: Level of parental influence on institutional vulnerability, this expresses the extent of school vulnerability on teacher commitment from the school community, parental school involvement, social economic status and parental learner guidance. For recommendation purposes, this study reveals that policy makers, educationists, psychologists, parents and learners could have access to an informed knowledge about the object of inquiry in the present study. Contribution, limitations and recommendations for possible future research were equally addressed.
Author: Stephen Michael Douglas
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 76
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Book Description
This study examined the relationship of school climate and teacher commitment in elementary schools in Alabama. A total of 67 elementary schools were surveyed and 1353 teachers voluntarily participated in the study. The instruments used in this study were the Organizational Climate Index (OCI) and the Organizational Commitment Questionnaire (OCQ). The four subtests of the OCI, collegial leadership, professional teacher behavior, achievement press, and institutional vulnerability, were examined for their collective and independent relationship to teacher commitment. The four variables serve as independent variables with commitment serving as the dependent variable. Commitment was measured using the 9-item version of the OCQ. The findings indicated a relationship between school climate and teacher commitment. The results concluded that the best predictor of teacher commitment is professional teacher behavior. Furthermore, collegial leadership was also found to be a predictor of teacher commitment. Achievement press, though not directly related to teacher commitment, was found to be a good predictor of both professional teacher behavior and collegial leadership. Institutional vulnerability was found to have no direct or indirect relationship to teacher commitment.
Author: Katherine Weare
Publisher: Routledge
ISBN: 1134702620
Category : Education
Languages : en
Pages : 176
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Book Description
Schools are now seen as being one of the key agents which can help redress society's most fundamental problems, create more cohesive communities and promote citizenship and a sense of social conscience in the young. Promoting Mental, Emotional and Social Health: A Whole School Approach provides a clear and practical overview of ways in which mainstream schools can promote the health of all those who work and learn in them. Supported by the latest new evidence from the UK and Europe as well as findings from the USA, it outlines and examines: * evidence that social and emotional learning and academic achievement can go hand in hand and that the same key factors underlie both happy and effective schools * the areas of school life that are the key to promoting social and affective health, including relationships with families and the community, management and the curriculum * the competencies that we all need to become more emotionally literate and relate to more effectively.
Author: Bill Preble
Publisher: Corwin Press
ISBN: 1412992680
Category : Education
Languages : en
Pages : 185
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Book Description
The authors provide a collaborative action research process to help all stakeholders transform both their school climate and student learning. Includes success stories, strategies, and implementation activities.
Author: Theo Wubbels
Publisher: Springer Science & Business Media
ISBN: 9460919391
Category : Education
Languages : en
Pages : 253
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Book Description
This book brings together recent research on interpersonal relationships in education. Clearly, positive teacher-student relationships strongly contribute to student learning. Problematic relationships on the other hand can be detrimental to student outcomes and development. Productive learning environments are characterized by supportive and warm interactions throughout the class: teacher-student and student-student. Similarly, teacher learning thrives when principals facilitate accommodating and safe school cultures.The contributions to this book are based on presentations at the first International Conference on Interpersonal Relationships in Education: ICIRE 2010 held in Boulder, Colorado, the United States and include among others keynote addresses by Kathryn Wentzel, Walter Doyle and Theo Wubbels. The chapters help explain how constructive learning environment relationships can be developed and sustained. Contributions come from among others educational and social psychology, teacher and school effectiveness research, and communication and language studies, among other fields. They cover relationships of teachers with individual students and among peers, and relationships between teachers and teachers and principals.
