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ERIC Number: ED555009
Record Type: Non-Journal
Publication Date: 2012
Pages: 184
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-8266-2
ISSN: N/A
Teachers' Perception of School Climate in Independent Jewish Day Schools in Relation to Change and Transition of Leadership Personnel
Knafo, Sharon
ProQuest LLC, Ed.D. Dissertation, The University of Memphis
This study examined the relationship between turnover of school leadership personnel and school climate as perceived by teachers. The study focused on Jewish day schools in the United States in different cities and states. Fifty Jewish day schools (ranging from preschool age to high school) participated in the study with 200 teachers from these schools taking part in the study and 45 teachers completing the researcher designed questionnaire. Using school climate as the unit of analysis, the questionnaire outlined and measured six elements related to school climate (personal relationships, resourcefulness, professional collaboration, management, professional performance, and growth climate of the school). These six elements comprised a total school climate score which was the dependent variable in the study while the independent variable was the number of leadership personnel (heads of school, principals, and religious studies directors) that changed over the five years between 2006 and 2011. In addition, each of the six categories of school climate was used as a dependent variable and its relationship to the turnover of school heads in Jewish day schools between 2006 and 2011 was examined individually. The results pointed out that the perception of school climate by teachers was generally lower in schools that experienced a high volume of leadership personnel change. Moreover, these findings indicated a significant relationship between changes in academic leaders in Jewish day schools and the school climate as perceived by the teachers at these schools. The study also illustrated that the most significant climate indicators relating to leadership personnel change were growth climate, academic performance, management, and resourcefulness respectively. This research concluded with recommendations to organizations, schools, independent schools, and Jewish day schools, to enhance the stability of leadership positions and plan changes in school leadership personnel carefully. Instead of seeking a "knight on a white horse," school boards and lay leadership should unite forces toward establishing a system of support that enables and empowers school administration to overcome current economic and educational challenges, and lead the school. [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: Preschool Education; Early Childhood Education; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A