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ERIC Number: ED560296
Record Type: Non-Journal
Publication Date: 2013
Pages: 141
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-4971-3
ISSN: N/A
Perceptions of the School Climate: Does Support of the Local Teachers Union Make a Significant Difference?
Alfree, Catherine Mae
ProQuest LLC, Ed.D. Dissertation, Wilmington University (Delaware)
Teachers unions have become a staple in today's public schools. While much has been written about the unions' political clout and their negotiating of restrictive collective bargaining agreements, little research has been dedicated to determining how these unions impact the school learning environment and student achievement. This quantitative research study used a modified version of the School Level Environment Questionnaire (SLEQ) to determine if teachers' and administrators' perceptions of the school environment were influenced by their support for the local teachers union. Teacher and administrator participant responses were analyzed based on their answers to questions designed to measure the eight components of the SLEQ: Student Support, Affiliation, Professional Interest, Mission Consensus, Empowerment, Innovation, Resource Adequacy, and Work Pressure. This research study found no statistically significant difference in the teachers' perceptions of their school climate however; it did find a significant difference in the administrators' perceptions of the SLEQ component, Affiliation, based on these administrators' support for the local teachers union. The same analysis also discovered a statistical difference between the teachers' and administrators' perceptions of the school environments they share each day. There is growing national pressure to increase achievement scores in order to prepare America's students to be career or college ready at graduation, in order to be competitive in today's global society. As a result of the national focus on student achievement, researchers may want to concentrate their attention on the factors that impact school culture, including the possible influences of teachers unions and their corresponding collective bargaining agreements. This study accentuates the need for school districts to identify and learn more about all factors that positively and negatively impact the school learning environment for teachers, administrators, and most importantly the students. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: School Level Environment Questionnaire