The Relationship Between Teacher Perceptions of High School Climate and Selected Characteristics of Effective Schools as Defined by the State of Oklahoma PDF Download
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Author: John Joseph Davidson
Publisher:
ISBN:
Category : High school environment
Languages : en
Pages : 248
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Book Description
"This study was designed in such a way that research questions served as research hypotheses to be tested utilizing the Pearson r test to establish a correlation coefficient between teacher perceptions of school climate and the primary State of Oklahoma characteristics of effective schools which were standardized test scores, graduation rates, and dropout rates ... This study yielded no significant relationships on 51 of the 54 correlations"--Abstract.
Author: John Joseph Davidson
Publisher:
ISBN:
Category : High school environment
Languages : en
Pages : 248
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Book Description
"This study was designed in such a way that research questions served as research hypotheses to be tested utilizing the Pearson r test to establish a correlation coefficient between teacher perceptions of school climate and the primary State of Oklahoma characteristics of effective schools which were standardized test scores, graduation rates, and dropout rates ... This study yielded no significant relationships on 51 of the 54 correlations"--Abstract.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 672
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Author: Mathias Che Bama
Publisher:
ISBN:
Category : High school students
Languages : en
Pages : 380
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Book Description
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: Richard G. Heflich
Publisher:
ISBN:
Category : High school environment
Languages : en
Pages : 406
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 816
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Author: Kevin A. Molin
Publisher:
ISBN:
Category : Educational evaluation
Languages : en
Pages : 118
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Book Description
This study examined principal and teacher school climate perceptions to determine if relationships existed between the perceived school climate and the school's performance on the School Performance Profile score (SPP). Principals and teachers from four south central Pennsylvania high schools were questioned using an online survey consisting of both Likert-scale statements and open-ended questions. Participants were also provided the opportunity to participate in an interview to provide more in-depth responses. Data instruments were used to access the school climate perceptions of principals and teachers to identify specific school climate characteristics that affect the SPP score. Principals and teachers identified instruction and assessment, the physical appearance of the building, and leadership and decision-making as significant school climate characteristics. Principals and teachers perceived that a positive school climate does have an impact on student achievement, however results of this survey were unable to identify a relationship between school climate and a school's SPP score. Results found evidence to support previous school climate research supporting the establishment of a positive school climate, including maintaining a safe learning environment, a focus on academics, positive student-teacher relations, and effective leadership abilities can positively impact student achievement. Study data showed school climate to be an important multidimensional concept and that study participants were leveraging school climate characteristics to affect student achievement outcomes.
Author: Roderick L. Payne
Publisher:
ISBN:
Category :
Languages : en
Pages : 170
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Book Description
The purpose of this explanatory quantitative study was to determine if relationships exist between principal gender, teachers' perceptions of the school climate, and the suspension rates of high school students in a large consolidated district in the mid-South. The research analyzed a single academic year, 2015-16, within the subject district. The study sample consisted of 20 high schools with similar characteristics. Ten of the high schools have a female principal and 10 of the high schools have a male principal. The independent variables of the study were principal gender and teachers' perceptions of the school climate; dependent variables were the number of suspensions and the number of expulsions per student during the 2015-16 academic year. The research involved conducting independent samples t tests and Pearson's correlations to analyze the data. Results revealed no statistical difference among measures of the dependent variables between groups. Nonetheless, relatively large mean differences and p value between principal gender and number of suspensions (high schools led by male principals had .583 suspensions per student and high schools led by female principals had .387 suspensions per student, p = .15) and a moderate correlation with a relatively low p value (r = .40, p = .073) between a measure of school climate and number of expulsions, indicate a possible Type II error. Given this mix of statistical results and possible error, the research concludes with a recommendation for further research.
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.
Author: Michael James Meissen
Publisher:
ISBN:
Category :
Languages : en
Pages : 444
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Book Description
