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ERIC Number: ED547927
Record Type: Non-Journal
Publication Date: 2012
Pages: 115
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-2533-1
ISSN: N/A
Teachers' Perspectives on School Climate at a Low-Performing School
Carson, Paul Kit
ProQuest LLC, Ed.D. Dissertation, Walden University
A number of research studies have indicated that issues with school climate may be a source of the low academic and social success of students in the public school system. A poor school climate is often associated with low-performing schools; a positive school climate can increase student achievement and other indicators of school success such as graduation rates. The purpose of this quantitative study was to explore the correlation between teachers' perceptions of their school climate and the empirical data obtained from national studies that initially evaluated the Comprehensive Assessment of School Climate (CASE) survey. The study surveyed 97 teachers to evaluate the school climate of a southern rural high school using the National Association of Secondary School Principals (NASSP) CASE survey. The 55-question survey measured each of 10 climate subscales: (a) student-teacher relationships, (b) security and maintenance, (c) administration, (d) student academic orientation, (e) student behavioral values, (f) guidance, (g) student-peer relationships, (h) parent and community-school relationships, (i) instructional management and (j) student activities. The results were analyzed using single-sample t tests and compared to the data derived from national pilot studies and field tests that used the CASE survey. Data indicated that the school climate of the study school was significantly lower than CASE survey norms on the overall school climate and on all subscales. Recommendations include continued research on school climate issues and ways school climate can be elevated. Implications for positive social change include enhanced student-teacher relationships, improved student achievement levels, and, ultimately, higher graduation rates. [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: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A