Download or read book The Relationship Between School Climate and the Congruency of Perceptions of Elementary School Principals and Teachers Concerning Teacher Evaluation written by Betty Gale Mullen Davis and published by . This book was released on 1982 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Elementary School Climate and Teacher Perceptions about Evaluation written by Ellen DeeAnn Powell and published by . This book was released on 2011 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the passage of the No Child Left Behind (NCLB) Act of 2001, the demand for accountability in schools across America has put a spotlight on teacher quality. As part of the focus on school improvement, one area that is sometimes overlooked is teacher evaluation (Varlas, 2009). Within the research, studies can be found that show a relationship between school climate and the effectiveness of teacher evaluation systems (King, 2003: Stronge, 2006; Wilson & Natriello, 1987). It has also been found that effective teacher evaluation can improve school climate (Colby, Bradshaw, & Joyner, 2002). Learning how the overall climate of a school relates to the evaluation process could be beneficial to school administrators and teachers alike. The purpose of this study was to investigate elementary school teachers' perceptions of their school climate and determine if a relationship existed between those perceptions and the perceptions they have of their formative and summative evaluations. This quantitative study was conducted in 35 public elementary schools within a southeast urban area of Houston, Texas. The Organizational Climate Description Questionnaire for Elementary Schools (Hoy, Tarter, & Kottkamp, 1991) was administered to the schools' teaching staff to determine teacher perceptions of their school climate. Additionally, the Teacher Evaluation Profile (Stiggins & Duke, 1988) was given to determine the perceptions of teachers related to their most recent evaluation experiences. Data from the 746 participating teachers was analyzed using a Spearman Rank Correlation Coefficient and Partial Least Squares (PLS) Modeling to assess the relationship between school climate and the teachers perceptions of evaluation effectiveness. The findings indicated that correlations of scores for the various subtests on the Organizational Climate Description Questionnaire Elementary version (OCDQ-RE) with the scores for the various subtests on the Teacher Evaluation Profile (TEP) existed in the direction that supports the stated hypotheses. The six PLS path models defined in this study have practical and/or theoretical significance to predict the relationships between elementary school climate and teacher perceptions regarding evaluation. By understanding the relationship between school climate and teacher evaluation, principals will be better equipped to improve their schools and meet the challenges of NCLB.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1995 with total page 584 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Analysis of the Relationship Between Elementary School Teachers Perceptions of Principal Leadership and School Climate written by Sandra Yuvett LaRoche and published by . This book was released on 2014 with total page 436 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationship between principal leadership style and climate as perceived by teachers. Eleven elementary schools and 275 teachers participated in this study. The Leadership Practices Inventory (LPI) assessed teachers' perceptions of principals' leadership styles. The Organizational Climate Description Questionnaire - Revised Elementary (OCDQ-RE) obtained climate data, measured as Open, Closed, Disengaged, and Engaged. Demographic data consisted of five categories: (a) Gender, (b) Years teaching, (c) Years with current principal, (d) Level of Education, and (e) SES and Star rating of each school. An analysis, utilizing Pearson's r correlations, indicated relationships existed between the five LPI and the six OCDQ-RE subscales for principal and teacher behavior. When teachers perceived exemplary principal behaviors, their perception of Collegial and Supportive climate indicators were very high and Disengagement low. Conversely, when teachers perceived low principal behaviors, their perceptions of Collegiality were low with high Restrictive climate indicators and high Disengagement. An analysis, utilizing MANOVA, indicated teachers who spent zero to two years with the principal or spent greater than six years with the principal perceived their principals in a similar manner. Teachers who spent three to five years with the principal scored the principal lower. An analysis of the SES and Star rating of the school indicated teachers from high SES schools with satisfactory achievement scored their principals higher than teachers from high SES schools with high achievement on four LPI subscales and one OCDQ-RE subscale. Findings support the proposition for continued research in the area of school climate and principal leadership.
Download or read book The Psychology of School Climate written by Garry Wade McGiboney and published by Cambridge Scholars Publishing. This book was released on 2016-06-22 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many people have become impatient with school reform and school improvement efforts that fail to include school climate. The importance of a positive school climate is emerging in current research, not only as an essential component of school reform and school improvement, but also as a necessary framework for maintaining excellent schools and providing healthy and safe schools for all students. Research strongly suggests that educators and policy makers have a lot to learn about the importance of school climate for school safety and academic success. With the growing body of research regarding school climate, it is important to study the research and understand how the psychology of school climate and how the elements of school climate can be viewed from a population-based perspective, as well as understanding the impact of school climate on individual students. This review of school climate research includes hundreds of articles and research papers of different perspectives from around the world in numerous cultures. School climate is becoming a science of education and psychology that must be studied further in order to understand the dynamic nature of learning environments, to identify elements that support or threaten the learning environment, and to learn how to improve the conditions for learning in all schools.
Download or read book The Psychology of School Climate 2nd Edition written by Garry W. McGiboney and published by Cambridge Scholars Publishing. This book was released on 2023-01-03 with total page 391 pages. Available in PDF, EPUB and Kindle. Book excerpt: As educators, psychologists, child advocates, researchers, and others that support education for all students will find, a positive school climate is the central element for students feeling connected and engaged at school, which are necessary for positive student outcomes. The Psychology of School Climate (2nd Edition) is an essential compendium of school climate research from around the world. With over 600 references, the book is the most comprehensive study of school climate in print. The book is based on a review, description, and application of research that focuses on identifying basic problems and the effects social determinants have on the lives and outcomes of students and school staff members. At the end of each chapter, there are summaries that highlight important points for discussion and additional research. Most importantly, the book offers the gateway to understanding the nexus of students and school climate and the importance of that bond.
Download or read book Congruence of Elementary School Teachers and Principals Perceptions of the Goals Methods and Process of Teacher Evaluation in a Large Urban School System written by Claire L. Angers and published by . This book was released on 1992 with total page 438 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Through the Eyes of Teachers written by and published by . This book was released on 2017 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this quantitative study was to see if a statistically significant relationship existed between principal communication style and school climate as perceived by elementary teachers in high achieving Title 1 elementary schools in a Midwest state. Teacher perceptions of principal communication style were assessed using the Communication Style Inventory (CSI). The six communication styles assessed were Expressiveness, Preciseness, Verbal Aggressiveness, Questioningness, Emotionality, and Impression Manipulativeness. Teacher perceptions of school climate were assessed using the Organization Climate Description Questionnaire - Revised Elementary (OCDQ-RE). School climate scores were calculated regarding a degree of principal openness and a degree of teacher openness perceived by the teacher. Statistically significant negative relationships were found between Verbal Aggressiveness and principal openness, Verbal Aggressiveness and teacher openness, and between Emotionality and teacher openness. Although difficult to generalize due to a small sample size, the findings are worthwhile to consider for practicing and aspiring principals as well as principal preparation programs."--Leaf 3.
Download or read book A Study of Relationships Among Teachers Perceptions of Principal Leadership and Teachers Perceptions of School Climate in the High School Setting written by Jeffrey Michael Paul and published by . This book was released on 2015 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: The school principal is viewed as one of the most influential individuals on a school campus (Cohen, McCabe, Michelli, & Pickeral, 2009; Edmonds, 1979; Leech & Fulton, 2008). With this influence, the principal plays a great role in facilitating the climate of the school; which in turn, can have a significant impact on student achievement (MacNeil, Prater, & Busch, 2009). The purpose of this study was to explore high school teachers' perceptions about leadership practices of their principals, as well as to gain an understanding of the teachers' perceptions of school climate in a large urban district in the Western United States. Data was collected with the use of two survey instruments, the Leadership Practices Inventory, which measures the Five Practices of Exemplary Leadership, and the Organizational Climate Description Questionnaire revised for secondary schools, which measures five dimensions of high school climate. Participating teachers were asked five demographic questions including: age, gender, number of years teaching, number of years teaching with current principal, and level of education. The schools with participating teachers were categorized by three other variables: total response rates, School Performance Framework scores, and the percentage of students qualifying for free or reduced price lunch. Across nine high schools, 334 usable surveys were collected. Pearson correlations were used to find relationships among variables within the survey instruments, while MANOVA calculations with appropriate ANOVA post hoc were used to find differences in demographic variables. It was found that engaged teacher behavior coupled with principals who model expectations and give authentic, goal aligned encouragement related to high levels of positive school climate. Additionally, data suggested schools whose teachers perceived their principal in a negative manner related to low levels of school climate regardless of the socioeconomic make-up of the student body.
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1984 with total page 914 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationships Between Teachers Perceptions of Principal Leadership and Teachers Perceptions of School Climate written by Janet Lynn Pulleyn and published by . This book was released on 2012 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research considered relationships among teachers' perceptions of principal leadership and teachers' perceptions of school climate by using the Leadership Practices Inventory (LPI) survey and the Organizational Climate Description Questionnaire (Revised) for Middle Schools (OCDQ-RM) survey. Teachers from six middle schools in the same district participated in the study. Teachers also responded to five demographic questions pertaining to gender, age, years of teaching experience, length of time with principal, and level of education. The findings indicated that the subscales of the LPI were inter-correlated while the subscales of the OCDQ-RM were independent. Male teachers tended to perceive principals as being more restrictive than did female teachers. The data indicated that there were differences in perceptions of teachers based upon length in the profession. Teachers' perceptions of principal leadership behaviors were related to their perceptions of school climate. High scores on the LPI, as perceived by teachers, suggested that teachers perceived the school climate to be open. Conversely, low scores on the LPI, as perceived by teachers, indicated a closed school climate. In addition, the study indicated that beginning teachers did not feel open or have professional interactions with veteran teachers. In general, the teachers perceived principal behavior to be influential on school climate.
Download or read book Relationship Between School Climate and Student Achievement written by Keri Brown Hampton and published by . This book was released on 2008 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative research study was designed to investigate the relationship between school climate and student achievement. Using survey methods, data were collected using the Organizational Climate Descriptive Questionnaire Revised for Elementary Schools (OCDQ-RE) from 599 teachers in 33 schools located within the Region VII Education Service Center area. Quantitative data were analyzed using the Pearson r correlational analysis method and descriptive statistics to determine the relationship between teachers' perceptions of school climate and student achievement. Findings revealed a moderate relationship between teachers' perceptions of teacher openness when compared to standardized test scores and a small association among teachers' perceptions of principal openness and standardized test scores. By examining the overall campus climate evidence was found that campuses having an open or engaged climate typically had a higher percent of students meeting the TAKS standard when compared to campuses with a closed or disengaged climate.
Download or read book Elementary Teachers Perceptions on the Influence of Principals Behaviors and Actions on School Culture School Climate and Teacher Self efficacy written by Natalie R. Neopolitano-Salmon and published by . This book was released on 2019 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the perceptions of teachers regarding the influence of the actions and behaviors of principals that impact school culture, school climate, and teacher self-efficacy. Sixty-five elementary public school teachers of grades kindergarten through fifth grade, across all subject and content areas, participated in this study. Data were collected through the use of online surveys as well as interviews with a limited number of participants. The results suggested the participating teachers agreed that particular aspects of a principal's actions and behaviors have an impact on school culture, school climate, and teacher self-efficacy. Particularly, the results of this study revealed that the aspects of support from the principal, trust among stakeholders, along with mutual respect among all, contribute to a positive school environment. Since this study was focused on three particular public school districts in southeastern Pennsylvania, the perceptions of the participants of this study may not be generalized to all teachers in elementary education. However, the impact of actions and behaviors of principals on school culture, school climate, and teacher self-efficacy was supported by research, which may prove beneficial to current and future educators.
Download or read book An Examination of what Principals Do to Create a Positive School Climate for Teachers in Elementary Schools and how Teachers Perceive Those Efforts written by Carol Anne H. Ziolkowski and published by . This book was released on 2015 with total page 452 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study of elementary school climate explored the actions principals take to create or maintain a positive school climate for their teachers and teachers' perceptions of those efforts. The study included individual interviews of four elementary school principals to determine what they intentionally did to create or maintain a positive school climate. Next, focus group interviews of general education teachers from within the four participating schools were conducted to determine how teachers perceived the efforts of the principals. The findings in three of the four schools indicated several discrepancies between perceptions of the participating principals and teachers. While teachers acknowledged and appreciated some of the efforts of the principals, the teachers did not recognize those efforts as contributing to the climate of the school. The participants of the fourth school shared perceptions that the efforts of the principal had created a positive school climate. The principal maintained an open-door policy and built strong relationships with faculty members. The teachers perceived those efforts as contributing to the positive climate of the school.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1997 with total page 806 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Relationship Between Elementary School Teachers and Principals Perceptions of School Climate and Student Achievement in Communication Arts written by Scott K. Morrison and published by . This book was released on 2007 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions of the Relationships Between Elementary School Climate and Principal Leadership Style written by Deborah Mobley and published by . This book was released on 2004 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt:
