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ERIC Number: ED533161
Record Type: Non-Journal
Publication Date: 2011
Pages: 121
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1248-8259-8
ISSN: N/A
Contributory Factors to Teachers' Sense of Community in Public Urban Elementary Schools
Kirkhus, Debra
ProQuest LLC, Ed.D. Dissertation, Seton Hall University
The purpose of this study was to investigate factors that contribute to teachers' sense of community within public, urban, elementary schools. Because previous research has touted the benefits of teacher communities within schools (Kruse, 2001; Leana & Pil, 2006; Ware & Kitsantas, 2007) educational leaders are challenged with creating school environments that foster a sense of commitment and cohesiveness among staff within our current accountability climate in schools. Research that focuses on best practices of successful school principals in cultivating such things as teacher communities is scarce at the elementary level (Crum & Sherman, 2008). This study employed a descriptive, quantitative, cross-sectional research design. The data used for this analysis was from public elementary teachers' responses to specific questions from the 2003-2004 Schools and Staffing Survey (SASS) administered through the United States Department of Education's National Center for Educational Statistics (NCES). The strength in using the SASS is that it provides a large sample of elementary teachers across the United States. In the first part of the study the independent variables of principal leadership behaviors, collaborative school structures and teacher empowerment were examined to see their influence on the dependent variable, teachers' sense of community. For the second part of the study, teachers' sense of community within a building was viewed as the independent variable to see the effect this sense of community had on teacher satisfaction and on their perception of state and district content standards (dependent variables). Hierarchical regression analysis was used on the data to determine relationships and predictability of the variables. Of all the non-policy amenable and independent variables explored, principal leadership activities were by far the strongest predictor of teachers' sense of community. The principal leadership activities variable was also found to be the strongest predictor of satisfaction with teaching and perception of state and district standards. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)