NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED548709
Record Type: Non-Journal
Publication Date: 2011
Pages: 107
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-2226-5
ISSN: N/A
Examining the Impact of School Climate on Student Achievement: A Retrospective Study
Hendricks, Kendall H.
ProQuest LLC, Ph.D. Dissertation, Purdue University
The purpose of this study was to retrospectively examine the changes in principal-teacher relationships and school climate over time as witnessed by staff members in elementary level "Turn Around Schools" in Indiana and how these relationships impacted student achievement. School climate and subsequent principal-teacher relationships were measured by using the "Organizational Climate Description Survey for Elementary Schools" (OCDQ-RE). Student achievement and school classification data was garnered from the "Indiana Statewide Testing for Educational Progress Plus" (ISTEP+). By using these existing survey instruments, it was possible to explore the dynamics of principal-teacher relationships in these schools and identify which climate factors were associated with improving student achievement. This study provided a unique retrospective view of how principal-teacher relationships changed over time in "Turn Around Schools" and the influence those relationships may have had on improving student achievement in those schools. The study included sixteen public elementary schools in the state of Indiana that successfully moved, after four testing cycles, out of Academic Watch status to Academic Progress status. Teachers who were employed at each school during this time period were surveyed. This study was designed to use a mixed methods approach to gather descriptive and qualitative data. School climate and subsequent principal-teacher relationships were measured retrospectively using the post-then-pre design methodology. This research found that the supportive, restrictive, and combined subtest factors were significantly different from Academic Watch to Academic Progress status, and thus, indicating that three of four hypotheses within this study were significant. Implications for school leaders are provided as a tool to enhance school climate, leadership techniques, and ultimately student achievement. [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: Indiana
Identifiers - Assessments and Surveys: Indiana Statewide Testing for Educational Progress Plus