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1
Brookshire, Attillah N. "The Impact of School Uniforms on School Climate." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2249.
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Approximately half of the public schools in the United States require uniforms or a formal dress policy and many are intended to reduce discipline problems and improve school climate. A suburban school district in Georgia recognized that there was an increase in discipline problems in their schools that affected the school climate. In an effort to promote school safety and improve climate, stakeholders at a district campus adopted a uniform policy. The purpose of this survey study was to examine the differences in perceived school climate between a district campus with a uniform policy and a similar campus with no uniform policy. The theoretical framework of this study was based on Maslow's hierarchy of needs. The American School Climate Survey-Teacher Version was sent electronically to all teachers from the 2 study sites. The final sample included 62 respondents, 32 from the school with uniforms and 30 from the school without uniforms. Mann-Whitney tests were used to test for differences in survey responses between the 2 groups. The climate of the school that required uniforms was rated significantly higher on 14 of the 25 survey items, including safety, reduced bullying, and improved student learning. There were no differences between group scores for the remaining survey items. Implications for positive social change include providing the findings to the local site as an initial step in investigating school climate and the possible impact of school uniforms. With increased information, the study district can make more informed decisions regarding the use of school uniforms, which might improve safety, reduce bullying, and improve student learning in the district.
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La, Salle Tamika. "Cultural and Ecological Considerations within the Context of School Climate." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/cps_diss/92.
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School climate has been established as an important construct to measure because of its connections to student psychological, social, and academic outcomes. Existing research has examined school climate in relation to individual (i.e., race and gender) and school level (i.e., teacher characteristics or school size) variables. The current paper presents a cultural-ecological model for research on school climate. The cultural-ecological model of school climate supports future research incorporating a broadened view of culture, extending beyond race and ethnicity, and a more comprehensive examination of ecological contexts such as the family and community in understanding student perceptions of school climate. Within this model, individual, family, school, and community variables that may influence student perceptions of school climate are described and a research agenda is presented for utilizing the cultural-ecological model of school climate in future school climate research and for developing, implementing and evaluating strategies designed to enhance school climate and school performance based on prevention and intervention. The current study examined the relationship between cultural and ecological variables at the individual, school, and community levels and student perceptions of school climate. A multi-level (HLM) model examining the relationships between individual, cultural, and ecological variables and school climate was evaluated. Results of the current study indicated that for the relationship between student and school characteristics and school climate remain relatively consistent for both groups. Specifically, both individual and school variables influenced student perceptions of school climate. However, this data also confirms the need to further examine additional cultural and ecological variables in order to increase our understanding of how such variables are related to perceptions of climate.
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Paynter, Michael L. "Exploring a School Culture and Climate Where Students Can Flourish| Using Focus Group Methodology to Capture Key Stakeholder Perceptions About School Culture and Climate in an Alternative Education High School." Thesis, San Jose State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10635374.
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This study was a qualitative action research project that involved focus groups of key stakeholders at an alternative education high school including: students, teaching staff, classified staff, supervisors, families, and collaborative partners. A semi-structured interview guide was used to discover their perceptions of a school culture and climate where students FLOURISH. The word FLOURISH is used in this research to describe the optimal experience of thriving and growing as well as an acronym that contains the elements that a literature review found to be important for such environments serving the most vulnerable student populations. This type of research is especially important in light of the recent transformation to educational planning and finance in California called LCFF (Local Control Funding Formula) and its creation of the Local Control Accountability Plans (LCAPs) with their mandate for stakeholder input. Finally, and most importantly, emerging research shows schools that improve their culture and climate can counter the “school to prison pipeline” effect so often experienced by vulnerable youth in the alternative education system. Both systematic analysis and a constructivist approach were used in coding and memoing to track the presence of existing themes from the literature review and to capture new ones emerging from the transcripts. Leadership, systems, equity and implementation implications were explored as secondary questions. Findings included the generation of a new model, coined The 5Rs Cycle – Resources, Regulation, Relationships, Relevance & Rigor, which captured the essential elements found in the literature review along with the myriad themes produced by the focus groups.
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Swanepoel, Louis Hendrik. "Bestuurstrategieë vir vestiging van 'n effektiewe organisasiekultuur in sekondêre skole vir oorwegend swart leerders / Louis Hendrik Swanepoel." Thesis, Potchefstroom University for Christian Higher Education, 2003. http://hdl.handle.net/10394/8779.
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Research on the development of management strategies for the establishment of an
effective organizational culture in schools was conducted in the following phases.
In the first place, an. attempt is made to determine the nature of organizational
culture, the context in which organizational culture functions, and the transformation
and establishment of an effective organizational culture. as well as to describe the
characteristics and advantages of an effective organizational culture.
Secondly the aspects of organizational culture are discussed on the basis of a
theoretical model that has been developed from literature. In so doing, every aspect
of organizational culture is spell out, the role and place of each aspect of the culture
is explained, as is the contribution of every aspect of organizational culture to the
efficacy of such a culture.
In the third place, the degree to which aspects of the organizational culture are
emphasized in schools has been empirically determined by means of quantitative
and qualitative research methods.
Fourthly, research results have indicated that the intangible fundamentals and the
concrete manifestations of organizational culture are emphasized at good schools
while this happens to a lesser degree at average and poor schools. It becomes clear
that certain basic aspects are present in the intangible fundamentals and the
concrete manifestations of the organizational culture of schools. The successful
functioning of these aspects Is essential for the establishment of an efficient
organizational culture In schools.
Finally these primary aspects of organizational culture form the basis for the
development of management strategies which can be used to establish an effective
culture of organization in schools. Special mention is made of general points of
departure and guidelines for developing action plans and putting them to effect. The
actual plans of action are not addressed, as schools should develop their own plans
according to their unique composition, requirements and environment.Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003
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Mertzig, Heidi K. "Organizational culture and climate survey development and evaluation model for an elementary school /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008mertzigh.pdf.
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Williams, David John. "Corporate culture in preparatory schools : the business of independent education." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343009.
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Murray, Robyn. "Teacher Perception Concerning the Role of Elementary Principals in School Culture and Climate." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3887.
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A phenomenological research study was conducted to examine teacher perceptions of elementary principals’ behaviors affecting school culture and climate. The researcher gathered data from participant interviews. Participants were selected using purposeful sampling of teachers identified by their principals as meeting study criteria. The schools in which teachers were selected were also chosen using purposeful sampling based on superintendents’ perceptions of positive principal influence on school culture and climate.
Data analysis provided insight to the researcher into the phenomenon being explored in this study. Teachers were asked to participate in an individual interview with the researcher and provide answers to open ended questions regarding their perceptions of their principals’ influence on culture and climate in the school.
The findings of the study were aligned with the literature regarding principal influence on school culture and climate. There was a clear relationship between principal behaviors and positive school culture and climate based on teacher perceptions. Three themes emerged as common in the data including relationships, communication, and shared leadership.
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Paul, Cathy L. "The relationship between the principles of total quality management and school climate, school culture, and teacher empowerment /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901304.
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Buening, Jonathan Gregory. "Non-Academic Differences Between Public and Private High Schools: The Importance of School Climate." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1407431953.
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Dezenberg, Maria E. "Inclusive Leadership's Evolving Context: Organizational Climate and Culture Connect." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1510729562168206.
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Platten, Julie A. "THE RELATIONSHIP BETWEEN CULTURAL COMPETENCY AND SCHOOL CLIMATE." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1281019381.
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Duszka, Christopher Damian. "School Climate in the School Choice Era: A Comparative Analysis of District-Run Public Schools and Charter Schools." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3922.
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Comparative analyses of district-run public schools and charter schools are limited to performance outcomes. There is a dearth of research on how the school-types vary on factors consequential to performance such as school climate. Public-private distinctions, such as in organizational autonomy, value orientations, funding structures, and management practices, could result in school climate dissimilarities between district-run public schools and charter schools.
The aim of this dissertation is to assess the influence organizational factors have on school climate and determine if school-type affects school climate. Student and staff school climate survey data from the Miami-Dade school district were utilized for this dissertation. Structural equation modeling was employed to test theoretical models of students’ and staffs’ perceptions of school climate using data from 2001-2002 through 2015-2016 academic years. Within-between effects panel regression was utilized to test the effect of school-type on school climate constructs over time using data from 2005-2006 through 2015-2016 academic years.
The structural equation results demonstrate that milieu, ecology, culture, and organizational structure influence students’ and staffs’ perceptions of their schools’ climates. Ecology has the strongest association with students’ perceptions of school climate. Job satisfaction, a part of milieu and culture, has the strongest association with staffs’ perceptions of school climate. The results indicate that the theoretical models of school climate employed by this study are sound.
The within-between effects panel regression results demonstrate that characteristics inherent to school-type have a plausible influence on students’ perceptions of school climate, but not for staff. Charter school students rated their school climates more favorably than traditional public schools, but when other factors are controlled, traditional public schools and magnet schools had more favorable ratings. Public-sector values, collective bargaining, and school district oversight may be beneficial to schools’ climates.
This dissertation underscores the impact management and funding structures have on school climate. The author recommends that the school climate concept and evaluations of schools’ organizational practices be incorporated into school improvement policies. The milieu, culture, ecology, and organizational structures of schools should be reviewed when assessing school quality.
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Novak, Kelley. "THE RELATIONSHIP BETWEEN SCHOOL CULTURE AND THIRD-GRADE FCAT READING PROFICIENCY IN SEMINOLE COUNTY PUBLIC ELEMENTARY SCHOOLS." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3838.
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ABSTRACT This study aimed to determine the relationship between school culture and student achievement. Elementary school teachers (N=574) from 27 schools in suburban Seminole County, Florida completed the School Culture Triage Survey to generate a school culture score. The participating schools were ranked and placed in categories representing the top 33% (N=9), middle 33% (N=9), and bottom 33% (N=9) of the population based on their culture score. School culture data were analyzed and correlated with third grade student achievement data, as measured by the 2007 Florida Comprehensive Assessment Test (FCAT) Reading to determine if there were any relationships between (a) school culture and student achievement; (b) the three key components of school culture (collaboration, collegiality, and self-determination/efficacy) and student achievement; and (c) principal tenure and school culture. Additional data analysis served to determine if there were any experiential or demographic differences among the teachers from the schools falling in the top, middle, and bottom 33% on the School Culture Triage Survey. To learn more about principal beliefs with regard to school culture and student achievement, principal interviews were conducted with some principals (N=8) from the participating schools. Through a review of the research results and related literature, the researcher concluded that a relationship between the overall school culture and student achievement did not exist. Further analysis revealed that there were no relationships between student achievement and collaboration, collegiality, and self-determination/efficacy, or between school culture and principal tenure for the schools participating in this study.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
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Stokes, Erin Willie. "The Development of the School Reform Model| The Impact of Critical Constructs of School Culture, School Climate, Teacher Efficacy, and Collective Efficacy on Reform." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163303.
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Reform is a common tool used by policymakers to increase student achievement. Unfortunately, reform efforts are not always successful. However, researchers have demonstrated that school culture and climate both impact student achievement (Cavanaugh & Dellar, 1997; Cohen, Fege, & Pickeral, 2009; D’ Alessandro & Sadh, 1998; MacNeil, Prater, & Busch, 2009; National School Climate Council, 2007; Peterson & Deal, 2009; Stolp, 1994; University-Community Partnerships, Michigan State University, 2004). The overarching question explores the relationships among school culture, school climate, teacher efficacy, and collective efficacy and their impact on reform movements. Secondary questions are: what is similar and contrasting among the constructs; how are the constructs interrelated; and in what ways can these constructs impact school reform efforts? For the purposes of this study, school climate is viewed as a manifestation of school culture, with teacher and collective efficacy as part of the cycle that impacts reform efforts.
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Wiesner, Jamie L. "School climate interventions for Native American students minimizing cultural discontinuity in public schools /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006wiesnerj.pdf.
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Hollis, Lanny Keith. "Catholic Sschools and Student Academic Performance: Does the Urban Catholic School Experience Mitigate Ethnoracial Disparity?" Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1266877069.
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Nogueira, Isabel Maria Gomes de Melo. "Clima de Escola." Master's thesis, [s.n.], 2012. http://hdl.handle.net/10284/3305.
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Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para a obtenção do grau de Mestre em Docência e Gestão da Educação, especialização em Administração Escolar e EducacionalA presente dissertação foi desenvolvida no âmbito do Mestrado em Docência e Gestão da Educação, a apresentar na Universidade Fernando Pessoa. O momento de grandes mudanças na educação e o seu reflexo no clima de escola motivou a escolha do tema desta investigação. O objetivo deste estudo é dar a conhecer o clima de escola de hoje, em termos de diagnóstico organizacional, no sentido de encontrar pistas e ou caminhos tendentes a manter ou alterar processos e práticas de gestão e também pedagógicas, geradores de um retorno a um clima facilitador e motivador para todos os professores. Na investigação utilizámos técnicas documentais e não documentais, como forma de tornar a investigação mais completa e apoiada. A dissertação foi estruturada em duas partes. Numa primeira fase, apresentamos o enquadramento teórico da temática abordada, sendo focados os tipos, dimensões do clima, caraterísticas, relações entre cultura e clima,analisando paralelamente a legislação recente que poderá ajudar a perceber a situação, as políticas de promoção do bem - estar, de comunicação interna e externa da organização – condicionantes internas e externas do clima, e, finalmente, os efeitos do clima de escola. Na segunda parte, é apresentada uma investigação empírica que recaiu sobre um Agrupamento vertical de Escolas do distrito de Viseu abrangendo, o mais possível, todos os professores de todos os ciclos de ensino. As metodologias quantitativas foram privilegiadas como estratégia de análise, na segunda parte, utilizando como técnica de recolha de dados, o inquérito por questionário e posterior análise estatística dos dados. Pretende-se desta forma evidenciar a importância que o clima de escola exerce na vida organizacional, contribuir para o seu conhecimento, de forma a inquietar, conscientizar e permitir atuar sobre o mesmo podendo, também, servir de suporte e ou ser inspirador de investigações vindouras. The present dissertation falls within the ambit of the Master´s Teaching and Educational Management, with the purpose of being introduced in the “University Fernando Pessoa”. The moment we are living nowadays involving great changes in Education with its consequences in the school atmosphere was the reason for the choice of this investigation subject. The objective of this research is to make known today´s school atmosphere in terms of an organizational diagnosis and having in mind to find out how to take the best steps in order to maintain or eventually change methods and management and pedagogic practices. All these steps will bring again a motivating and helpful school atmosphere for all teachers. In this work we have used documentary and non-documentary techniques as the best way to get a more complete and supported research. The dissertation was divided into two parts. In the first part we put into evidence the theoretical framework of the debated subject, being mentioned the types and magnitude of the school atmosphere, its characteristics, the relationship between the culture and school atmosphere, in parallel with an analysis of the recent legislation which will certainly contribute to have knowledge of the concrete situation, of the politics to achieve the welfare and of the internal and external communication from the organization – internal and external restrictions on the school atmosphere and finally the effects of the school atmosphere. In our second part we are going to make known an empirical research put into practice in a “vertical gathering of schools” ( that means, a new organic teaching structure), in the district of Viseu, ranging,as far as possible, all teachers from all the teaching courses ( that means, the Preparatory course and the secondary course). The quantitative methodologies were largely used as a strategy for analysis, in the second part, using as technique for data collection the inquiry through a questionnaire and late statistical analysis of data. This way we intend to put into evidence the importance of the school atmosphere in the organizational life, to give our contribution to its knowledge in order to make restless, be aware and have conditions to act on it, not forgetting it could also be an important help and/or inspire future researches.
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Thiec, Maureen C. "A Descriptive Study of Organizational Culture and Climate in Selected Elementary and Secondary Parochial Schools." UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/120.
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The purpose of this study was to collect and interpret base-line data concerning the organizational culture and climate of selected elementary and secondary schools. The sample consisted of 20 parochial schools, 10 elementary and 10 secondary, in the mideast section of the United states. The study focused on three specific questions: 1) What are the cultural values of parochial schools, 2) What is the organizational climate of parochial schools, and 3) Do the cultural values and climate characteristics of parochial elementary schools differ from those of parochial secondary schools? Nelson's (1990) Cultural Value Analysis Tool (CVAT) was used to gather organizational culture data. Hoy, Tarter and Kottkamp's revised Organization Climate Description Questionnaire (OCDQ) was used to gather organizational climate data.
Analysis of data on the 419 responses included the following: 1) One-way analysis of variance (ANOVA) on real and ideal means of the sixteen cultural dimensions across the elementary and secondary schools individually, 2) One-way analysis of variance (ANOVA) on the real means of the sixteen dimensions comparing the elementary and secondary schools, and 3) confidence intervals on the principal and teacher behaviors of the OCDQ as compared to the norm group of Hoy, Tarter, and Kottkamp.
Significant differences between ideal and real means were found on dimensions of effort, status, and flexibility for the elementary schools (p < .05). Significant differences between the ideal and real means were found on dimensions of effort, time, quality, empathy, dominance, status, political, abstract, planning/organization, and flexibility (p < .05) for the secondary schools. The one-way analysis of variance conducted on the descriptive mean scores of the 16 dimensions of the CVAT showed no statistical difference between elementary and secondary level schools.
Confidence intervals indicated that parochial elementary principals are more supportive, less restrictive, and as directive as the principals in the norm group. Parochial elementary teachers were more collegial, less disengaged, and as intimate in their behaviors as the teachers in the norm group.
Confidence intervals formed from the mean scores on the OCDQ-RS indicated that parochial secondary principals were more supportive and as directive as the principals in the norm group. Parochial secondary teachers were more engaged, less frustrated, and more intimate in their behaviors as compared to the teachers in the norm group. All parochial schools had an open climate to varying degrees ranging from below average openness to very high openness.
The 20 parochial schools valued the cultural dimensions of quality, empathy, leader, and planning/organization. Parochial schools valued the cultural theme of relations as the top priority, followed by the themes of work, thought, and control.
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Grebenkovaitė, Rita. "Specialiosios mokyklos įvaizdžio problema: organizacijos kultūros ir klimato aspektai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110201_092303-61895.
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Teorinė specialiosios mokyklos įvaizdžio problemos analizė atskleidė, kad organizacijos įvaizdis kuriamas per organizacijos kultūrą. Organizacijos kultūra yra labai reikšmingas kiekvienos organizacijos veiklos elementas – tai vertybių, įsitikinimų, lūkesčių, normų, elgesio, reikšmių ir simbolių sistema, kuri organizuoja ir integruoja kartu dirbančius žmones bei sukuria tam tikrą klimatą organizacijoje. Iškelta hipotezė, kad specialiosios mokyklos įvaizdį formuoja organizacijos kultūra ir klimatas; t.y., daugelio veiksnių – mokyklos vertybių ir tradicijų; mokyklos bendruomenės (pedagogų, vadovų, moksleivių ir tėvų) bendravimo, bendradarbiavimo ir mokyklos ryšių su visuomene – sąveika. Anketinės apklausos metodu atliktas tyrimas, kurio tikslas – ištirti specialiųjų mokyklų įvaizdžio veiksnius organizacijos kultūros ir klimato aspektais. Tyrimas atliktas 11-oje specialiųjų mokyklų, apklausta 200 specialiųjų mokyklų pedagogų. Empirinėje dalyje nagrinėjama pedagogų nuomonė apie specialiųjų mokyklų įvaizdžio problemas, mokyklos kultūros ir klimato aspektus, psichologinę atmosferą mokykloje, bendravimą ir bendradarbiavimą.The theoretical specific school's image problem analysis revealed that organizational image is created through the organization's culture. Organization culture is a very important element in every organization – the values, beliefs, expectations, norms, behavior, values and symbols of a system that organizes and integrates the people who work together and create a climate for the organization. The hypothesis that the specific shape the image of the school organizational culture and climate, that is, a number of factors – the school's values and traditions, the school community (teachers, managers, schoolchildren and parents) for communication, cooperation and communication with the public schools – interaction. The study was conducted in 11 special schools, special schools surveyed 200 teachers.
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Nakonechnyi, Alexei. "Achieving Stakeholder Buy-In for Student Engagement in Higher Education: Fostering Campus Climate Grounded in Student and Institutional Voices." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1593266032495918.
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Baptista, Cassia Christina. "Clima escolar e trabalho pedagógico: um estudo sobre a influência dos projetos do contraturno no Ensino Fundamental II." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21450.
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There is, for all contexts, a climate that acts on relationships and organizational culture. It is not something that can be seen, but it can be perceived by the actors of a certain place. In this sense, the problem of this research referred to the school climate identified in the periods of time destined to after-school projects and Middle School. The initial assumption was that the climate has strong connection with the learning process of students and should be studied as a way to understand this connection, so that the school community can establish actions to harness the strength of the climate for questions of pedagogical work. The objective was to analyze the relationship of the school climate with the pedagogical work developed in a public school of the Municipality of São Paulo. The references that supported the research were Libâ neo (2015), Lück (2011), Nóvoa (1992), Thurler (2001) and Vinha, Morais and Moro (2017). The research, of qualitative approach, used document analysis, questionnairesand discussion groups as instruments of data collection. The subjects were teachers,management team and students of Middle School of a Municipal School of São Paulo. The method for data analysis followed the assumptions of Prose Analysis (ANDRÉ, 1983). The results obtained showed that the subjects express predominantly positive perceptions of school climate to the Educational Unit, especially in the moments of after-school projects,although the actors recognize that there is much to be done to transform the climate of all spaces. The study also evidenced the need of curricular innovations, methodological innovations and in the practices of school organization and management with regard to the advance of the pedagogical process. Furthermore demonstrated that the projects developed in the after-school are assertive movements for this perspective of intentional intervention of the school climate change and, consequently, of the pedagogical process, considering the fields of interpersonal relationship and school organizations.
Há, para todos os contextos, um clima que age nas relações e na cultura organizacional. Não é algo que possa ser visto, mas pode ser percebido pelos atores de um determinado local. Neste sentido, a problemática desta pesquisa referiu-se ao clima escolar identificado nos períodos de tempo destinados a projetos no contraturno e no Ensino Fundamental II. O pressuposto inicial era que o clima possui fortes imbricações com o processo de ensino aprendizagem dos alunos e deve ser estudado como forma de entender essa ligação para que a comunidade escolar possa estabelecer açàes no intuito de aproveitar a força do clima para questões do trabalho pedagógico. O objetivo aqui foi analisar a relação do clima escolar com o trabalho pedagógico desenvolvido em uma escola pública de Ensino Fundamental do Município de São Paulo. As referências que apoiaram a pesquisa foram Libâneo (2015), Lück (201 1), Nóvoa (1992), Thurler (2001) e Vinha, Morais e Moro (2017). A pesquisa, de abordagem qualitativa, utilizou como instrumentos de coleta de dados a análise documental, questionários e grupos de discussão. Os sujeitos foram professores, equipe gestora e alunos do Ensino Fundamental II de uma Escola Municipal de Ensino Fundamental de São Paulo. O método para a análise de dados seguiu os pressupostos da Análise de Prosa (ANDRÉ, 1983). Os resultados obtidos demonstraram que os sujeitos manifestam Unidade Educacional percepções de clima escolar predominantemente positivas, principalmente nos momentos de projetos do contraturno, ainda que os atores reconheçam que há muito a ser feito para transformar o clima de todos os espaços. O estudo também evidenciou a necessidade de inovações curriculares, etodológicas e nas práticas de organização e gestão da escola no que se refere ao avanço do processo pedagógico. Demonstrou, ainda, que os projetos desenvolvidos no contraturno são movimentos assertivos para a perspectiva de intervenção intencional da mudança do clima escolar e, consequentemente, do avanço do processo pedagógico, considerando os campos das relações interpessoais e das organizações escolares
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Seid, Claire S. ""Becoming Leaves Kids": Cultural Creation and Transmission in Alternatively Educated High School Youth." Ohio University Honors Tutorial College / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors149274333601474.
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Nery, Márcia Oliveira. "Comprometimento, valores e crenças em escolas na Bahia: um estudo de caso da cultura da organização escolar." reponame:Repositório Institucional da UFBA, 2005. http://www.repositorio.ufba.br/ri/handle/ri/11900.
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Esta pesquisa se propôs a analisar a cultura da organização escolar, através de um estudo de caso comparativo realizado em duas escolas, uma pública e outra particular. O estudo buscou identificar a partir dos indicadores de clima organizacional, a percepção dos professores acerca dos fatores relacionados à cultura escolar, agrupados em duas categorias: zona de visibilidade e zona de invisibilidade. A primeira categoria é composta pelos fatores denominados de comprometimento com o trabalho docente, comprometimento com a aprendizagem dos alunos, comprometimento com a própria formação / qualificação profissional docente - elementos conceituais que têm de ser escritos, pois devem expressar as representações e a linguagem utilizada em documentos escolares. A segunda categoria, zona de Invisibilidade, é composta pelos elementos invisíveis (linguagem não-verbal, cerimônias, ritos, modismos, comportamentos sociais manifestos) que são os valores e as crenças representativas das práticas cotidianas da escola. Assim, investigou-se, como a escola estabelece sua configuração social e se consolida como uma organização viva e dinâmica, cuja disposição interna e cujo funcionamento, resultam do jogo de forças entre as influências externas e as inter-relações dos seus diferentes atores, mesmo estando submetida às normas e ao controle externo dos sistemas escolares. A busca da compreensão da cultura escolar levou à análise de seus símbolos, artefatos, crenças e valores. Os resultados obtidos na pesquisa, permitiram constatar que os professores das escolas pública e particular compartilham das mesmas crenças e se diferenciam quanto aos valores e aos fatores relacionados ao comprometimento, principalmente nas questões relativas à aprendizagem dos alunos mais pobres. Outro dado que se deve considerar como relevante, diz respeito à importância do investimento na própria formação continuada por parte dos professores, tendo em vista que mesmo quando as iniciativas de promoção de cursos e eventos de natureza pedagógica são da escola, os professores da escola pública apresentarem índices de participação inferiores aos dos professores da escola particular. Os estudos sobre cultura, satisfação com o trabalho e de outras dimensões do campo do comportamento da organização escolar no Brasil são escassos. Este estudo pretende contribuir para a ampliação dos conhecimentos no campo da administração da educação, para compreender como as características culturais de práticas pedagógicas ora conservadoras ora inovadoras, se fazem igualmente presentes em escolas que atendem a realidades distintas, organizadas e administradas, de forma diferenciada, interpondo-se e sobrepondo-se a diversos elementos culturais que lhes são contrários, ainda assim eles ganham força e 6 identidade próprias, determinando de maneira singular suas práticas pedagógicas cotidianas e sua cultura escolar.
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Nord, Jamie L. "Teachers' perceptions of the cultural discontinuity hypothesis and school climate interventions for Native American students." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008nordj.pdf.
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Carayol, Denrol. "Perceptions of trust : From an international school context in West Africa." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78673.
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Trust amongst key stakeholders in schools is a vital aspect for a healthy school culture and climate. This study aims to investigate faculty trust perceptions within an international school context in West Africa. Grounded within a theoretical framework of “Schools as Open-Social Systems”, faculty trust perceptions in colleagues, principals and parents & children were investigated via a quantitative analysis process. Whilst overall results reflect positive faculty trust perceptions in colleagues, principals and clients (parents and children) at the various schools in question, there exists a significant difference for faculty trust in clients and faculty trust in principals across secondary and elementary schools. Results therefore point to a difference in culture and climate that exists across secondary and elementary sections of these schools. An implication of this study would be for school leaders to make tangible efforts towards harmonising the overall culture and climate of these various school sections in order to work towards a common mission and vision.Tillit bland olika aktörer i skolan är viktig för ett positiv skolkultur och klimat. Denna studie syftar till att undersöka lärarnas tillitsuppfattning i ett internationellt sammanhang i Väst Afrika. Teoretiska utgångspunkter för studien utgår från skolorna som öppna sociala system och kvantitativ analys används för att undersöka lärarnas tillitsuppfattning hos rektorer, kollegor samt föräldrar och barn. Trots att resultaten visar ett positiv tillitsuppfattning hos kollegor, finns det skillnader i lärarnas förtroende i rektorer samt lärarnas förtroende i föräldrar och barn i olika skolnivåer det vill säga mellan grundskolorna och gymnasieskolor. Det påpekar dels skillnader i skolkultur och klimat som existerar mellan grundskolorna och gymnasieskolorna i denna studie. Studien påvisar att skolledare borde agera för att bibehålla ett gemensamt skolklimat och kultur inom alla avdelningar. På så sätt stärks skolans vision och uppdrag.
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El-Dor, Judith. "Principals' perception of leadership in the process of transforming the school culture : the case of introducing a new 'preventing violence and creating safe climate intervention process' in Israeli secondary schools." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/30842.
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This thesis describes and analyses the principals' perception of leadership in the process of transforming the school culture as reflected by their experience in introducing a new government initiative "Preventing Violence and Creating Safe Climate Intervention Process" in Israel's secondary schools. Since the study's aim was to investigate the principals' perception of their leadership, the interpretive research paradigm and inductive analysis were chosen as the study's methods. The data were collected primarily from semi-structured in-depth interviews. Furthermore, the research findings were enriched by the findings obtained from a self-completion questionnaire, used in the initial phase, which preceded the qualitative research as well as by documents collected at school. The sample population of the present study consists of fifteen secondary school principals who participated in the new initiative and agreed to participate in the present study. Analysis of the findings shows that the principals perceived three factors as enabling them to transform the school culture. Those factors were the principals' impact, school processes and external support. However, the findings show that the principals perceived their impact as the most meaningful factor enabling them to lead the transformation in their school culture. Their impact was composed of four main components: mindscape, values, modelling as well as personal involvement. Those components reflected their worldview and guided them in the transformation process. The findings indicate that the Israeli secondary school principals who participated in this study, perceived their leadership as being a transformational-strategic leadership having social mission. Two central aspects of this perceived leadership were prominent in the present study: a moral aspect and a pedagogical aspect. These aspects differentiated between the principals as expressed in their different approaches, which affected their transformation of the school culture. Whereas the principals who stressed moral aspects of their leadership viewed the school role extended beyond the school context, based its moral purpose on ethical values and led the transformation collaboratively with their staff and parents, the principals who shared pedagogical aspects based their leadership on intra-organisational practical values and led the transformation by means of various mechanisms ranging from collegiality up to authoritative style both with their staff and parents.
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Hardaway, Tawanda. "Stakeholders' Perceptions of Charter Schools in a Large School District in Georgia." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5085.
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Recent charter school enrollment trends suggest that many parents are choosing to enroll students in charter schools instead of traditional public schools, even though data indicate public school achievement is equal to or above charter schools. Guided by Rogers and Maslow's humanistic theory, the purpose of the study was to examine reasons why parents exercised their right to educational choice and chose charter schools instead of traditional public schools for their children. The study focused on two charter schools, the Learning Academy and the School of Excellence (both pseudonyms), which are located in a large urban and suburban school district in Georgia. In this qualitative case study, data collection occurred through focus groups and individual interviews. The information was then coded, and themes were identified. This resulted in rich descriptions of the beliefs and perceptions of 13 classroom teachers, 2 administrators, and 21 parents from the 2 schools studied. Parents interviewed considered student achievement, school climate, and parent involvement opportunities when choosing the charter school. The analyzed data led me to develop a policy recommendation highlighting professional development for teachers and administrators as well as suggestions for increased parental involvement in public schools. This study has the potential to bring about positive social change by providing insights regarding why charter schools are becoming a better choice for parents through the perceptions of parents, teachers, and administrators. School leaders have the option to implement policy recommendations in a way that promotes student learning, positive school climate, and parental engagement, benefiting students within the district.
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Huffman, Diane Sue Burnside. "Support and mistreatment by public school principals as experienced by teachers: A statewide survey." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1430326406.
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Matthew, Sonia Amarisse. "Exploring Leadership in a Multicultural School." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2559.
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The educational problem addressed in this study was the lack of empirical research of the effects of how principal leadership characteristics and style influence the culture of multicultural schools. This qualitative case study identified and explored the leadership strategies used by a reputedly successful principal of a multicultural school. A successful principal was the case being studied. The conceptual framework was anchored in Burns' transformational leadership theory. Three research questions focused on the principal's leadership characteristics, the participants' perceptions of how the principal applied the leadership style, and the influence of the principal's leadership style on school culture. A principal, an assistant principal, and 8 lead teachers knowledgeable of the principal's leadership style participated in semistructured interviews. School climate surveys were examined to enhance understanding of school climate under the principal's leadership. Data analysis strategies included transcribing interview data, thematic development, and data triangulation. Results showed that the principal's abilities to share decision-making and communicate the school's vision were important skills. The principal had profound influence on school culture and also shaped how teachers created a safe, nurturing, and stimulating learning environment sensitive to multicultural students. A central recommendation of the study is that principals in similar settings should build trust and collaboration to create inviting and equitable learning environments for diverse students and their families. This study contributes to positive social change by providing insight that may help current and emerging principals in similar situations lead school personnel in ways that contribute to positive and productive learning environments that ultimately provide increased awareness of diversity and ensure student success.
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Watson, Tammy. "Parent, Teacher, and Administrator Perceptions of School Community Relationships." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3615.
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The purpose of this purposive qualitative study was to examine the perceptions of school community relationships of preschool parents, preschool teachers, and elementary administrators. In this purposive study, participants were chosen based on predetermined characteristics (Shenton, 2004). Parents from varying levels of academic and socioeconomic backgrounds, as well as their level of parental involvement, were included in this study to eliminate bias.
The following themes emerged through coding and transcribing data: the family aspect at school; positive perception of principals; positive perception of teachers; open lines of communication between home and school; opportunities for parent involvement; the expectation of parent involvement; support school community relationships; promote a positive school climate; encourage open lines of communication; and provide activities for parent involvement. This qualitative study also looked at factors that facilitated and inhibited relationships. Factors that emerged in facilitating relationships were good communication, appreciation for involvement opportunities, one-to-one parent teacher meetings, being open to parents, and establishing positive relationships. Factors that may inhibit relationships were socioeconomic barriers and communication and transportation issues.
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Jones, Marva Kay. "The Impact of Mentoring on First Year Principals." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1421010561.
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Navarro, Candy. "Exploring Latinidad| Latina Voice and Cultural Awareness in a Catholic Female Single-Sex High School." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10157571.
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This study focused on the perceptions of 16 Latina students regarding their cultural school climate as well as the thoughts of two administrators and six teachers at an all-female Catholic high school. Students revealed that, while they felt very supported by the school’s faculty and administration, they revealed that their culture was not fully embraced and/or represented in their educational curriculum and school’s practices. Students also alluded to deliberately choosing and valuing to spend their free time with their family over their classmates. Further, they felt disconnected from their school’s mission, which emphasized sisterhood among students. Furthermore, bicultural students provided a unique perspective often not fitting the Latina and/or dominant culture at the school.
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Imperial, Dorothy L. "The relationship between organizational climate and multicultural education on student achievement in elementary age children of military parents (COMP) schools /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1133151767.
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Vicente, Luciana Coutinho Daniel. "Gestão da mudança, da cultura e do clima escolar: análise das ações de uma equipe gestora em prol da eficácia escolar." Universidade Federal de Juiz de Fora, 2013. https://repositorio.ufjf.br/jspui/handle/ufjf/1050.
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Ações gestoras e sua influência na mudança, na cultura, no clima e nos resultados da escola são temas desta dissertação que objetiva analisar as possíveis causas da melhoria do desempenho dos alunos de uma escola da rede pública estadual do Rio de Janeiro, referência nacional em gestão escolar no ano de 2012. A pesquisa se deu através de entrevistas semiestruturadas e observação direta da infraestrutura, dos projetos e ações pedagógicas, dos resultados das avaliações externas e outros registros da escola pesquisada. O trabalho tem como foco uma escola, e analisa uma situação, identificando quais ações gestoras levaram à superação de obstáculos, resgate da autoestima dos estudantes, confiança da comunidade escolar e consequente avanço nos resultados de desempenho. A pesquisa identificou ações gestoras favorecedoras da aprendizagem e da boa convivência, focadas no apoio familiar, no acompanhamento sistemático do rendimento dos alunos e no entrosamento com a comunidade escolar. Ações essas que buscam não somente os bons resultados nas avaliações externas, mas que apontam para uma preocupação com o clima organizacional da instituição. A partir desta análise feita na escola, pretende-se desenvolver uma rede de colaboração entre gestores das escolas do âmbito da Regional Noroeste Fluminense que propicie a troca de experiências exitosas, o diálogo acerca dos problemas comuns, além de ser capaz de suscitar novas estratégias em prol da eficácia escolar.
Management actions and their influence on changing, in culture, environment and the school results are the themes of this dissertation which aims at analyzing the possible causes of improving the performance of students in a public school in the state of Rio de Janeiro, national reference in school management in 2012. The research was done through semi-structured interviews and direct observation of infrastructure projects and pedagogical actions, external evaluations results and other records from the school searched. The work focuses on a school, and analyzes a situation, identifying management actions that led to overcoming obstacles, the students' self-esteem rescue, confidence of the school community and the consequent advance in performance results. The research identified management actions which foster learning and good relationship, focused on family support, systematic monitoring of student performance and rapport with the school community. These actions seek not only good results in external evaluations, but also point to a concern with the organizational environment of the institution. From this analysis the school aims to develop a network of collaboration among managers of schools under Regional Noroeste Fluminense, which provides the exchange of successful experiences, the dialogue about common problems, besides being able to generate new strategies in favor of the school effectiveness.
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Lacerda, Claudia Conte dos Anjos. "O programa de intervenção pedagógica da secretaria de estado de educação de Minas Gerais: o que os fatores contextuais têm a ver com isso?" Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/1349.
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A presente pesquisa, desenvolvida no âmbito do Programa de Pós-Graduação Profissional em Gestão e Avaliação da Educação Pública da Universidade Federal de Juiz de Fora, constitui-se como um estudo de caso sobre o desenvolvimento do Programa de Intervenção Pedagógica Alfabetização no Tempo Certo (PIP/ATC), da Secretaria de Estado de Educação de Minas Gerais, em uma escola que atende aos Anos Iniciais do Ensino Fundamental, localizada em um bairro periférico de um município com aproximadamente 56 mil habitantes, na Zona da Mata Mineira. Neste cenário, uma aparente desmotivação dos docentes, que reclamam do abandono moral e intelectual das famílias em relação aos seus tutelados – alunos em que o comportamento violento e indisciplinado parece ser predominante – em meio a um contexto aparentemente conturbado, em que o resultado do rendimento educacional não tem evoluído de forma satisfatória, mesmo a escola estando sujeita ao PIP/ATC. Com base nessa realidade, delinearam-se os seguintes objetivos: (i) analisar o cotidiano da escola diante da queda dos resultados educacionais em meio a um cenário de indisciplina e violência entre os alunos e de uma aparente desmotivação generalizada entre os profissionais envolvidos; (ii) revelar os fatores que não contribuíram para a garantia de um percurso escolar de qualidade para todos os alunos; (iii) refletir sobre a natureza e a ação das intervenções pedagógicas, considerando as concepções de cultura escolar, clima educacional e eficácia na gestão educacional. A pesquisa de campo, de base qualitativa, constituiu-se pela observação na escola e na Superintendência Regional de Ensino; a análise documental de dados públicos associados aos resultados de avaliações sistêmicas estaduais e disponibilizados pelo IBGE; e entrevistas realizadas com profissionais das duas instituições. A pesquisa nos possibilitou compreender limitações do PIP/ATC não somente na escola investigada, mas também permitiu questionamentos sobre as próprias bases do Programa. Com base em tudo o que foi diagnosticado e analisado, conclui-se a dissertação com a proposta de uma ação mediadora que considere também os fatores contextuais e contribua para o desenvolvimento equitativo dos alunos e para um clima escolar mais favorável à aprendizagem.
This research is study about a school with approximately 256 students, that meets the Initial Years of the Basic Schoolings and belongs to the State Education System of Minas Gerais, in the outskirts of a medium-sized town of about fifty-six thousand inhabitants in “Zona da Mata Mineira”. As problem, falling school educational results; unruly pupils, violent and not yet literate in the 5th year and; apparently unmotivated teachers. In the analysis of this work was considered: the development of Pedagogical Intervention Literacy Program in a timely manner (PIP/ATC) of the Education Office of the State of Minas Gerais – which is a follow-up action and direct intervention on the schools; the inseparability of teaching and care – under the guidelines of the CNE/CEB 7/2010; school climate and culture; the results of the students’ performance in external evaluations and; the performance of school management. As proposed action to improve the results of student learning, the paper presents a mediation in which are considered the contextual factors - within and outside school. Among the factors that prompted the research include: the restlessness of the researcher after the change of its function in education; the perception that the school still reproducing social inequality in inequality of access to learning conditions; the questioning of the effectiveness of policies in the top/down model (DYE 2009); external intervention in the daily school to ensure institutional goals and; the apparent omission by the educational system of the influence of contextual factors on learning outcomes. The research objectives are: (i) Analyze how the school deals with the fall of educational outcomes in their day to day, in the midst of violence and indiscipline of students and an apparent lack of motivation among school personnel; (ii) Reveal the impediments for schooling quality for all students; (iii) Reflect on the nature and action of pedagogical interventions, considering the conceptions of school culture, educational climate and effectiveness in education management; (iv) Propose a mediating action, to consider the contextual factors and contribute to the equitable development of students and a school climate more favourable for learning.
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Smith-Deagle, Tracey R. "Teacher Reported Leadership Characteristics Affecting the Organizational Health of Urban K-8 Schools." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1374830293.
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Winiger, Jill. "High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2470.
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The purpose of this study was to investigate the perceptions of administrators, guidance counselors, and classroom teachers in the high schools of Northeast Tennessee regarding their schools’ academics, climate, culture, parent engagement, and their English Language Learners’ school experiences. The researcher sought to ascertain if significant differences exist between the perceptions of different groups of educational professionals in the school, with those groups to include school administrators, guidance counselors, and classroom teachers. Data were analyzed from 50 survey questions with 42 of those questions measured on a 5-point Likert scale, 5 questions as multiple choice, and 3 questions as open-ended. Data were collected through an online survey program, Survey Monkey. The survey was distributed to 12 school districts consisting of 39 high schools. There was a 23% response rate among administrators, a 29% response rate among counselors, and a nearly 10% response rate among teachers. There were no significant variations of the participants’ perceptions of their schools’ conduciveness to ELLs’ success with regard to classroom practice, student resilience, school climate, school culture, and the strength of home and school partnership.
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Ruani, Nattácia Rocha Duarte. "Cultura e clima organizacional de uma escola pública estadual com desempenho satisfatório no ENEM." Universidade do Oeste Paulista, 2017. http://bdtd.unoeste.br:8080/jspui/handle/jspui/1053.
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As a general objective, this work aimed to identify and analyze the organizational culture and climate of a public high school whose students achieved high performance in the National High School Examination (ENEM) in 2015. In this way, what motivated us to Developing this dissertation on the importance of culture, climate, and school management in achieving educational goals is our belief that schools run on the basis of leadership policies that can detect and act on organizational culture and climate, In the sense of making them explicit and manifest to all members of the organization, successfully achieve their educational goals. Thus, this work is justified by addressing the relevance and impact of the principles characteristic of the culture and organizational climate of the institution to be researched, especially in the results obtained in the teaching and learning process of the student. We have as central problem the following question: to what extent does the culture and the organizational climate of the school intervene in the results of the teaching process of the student? Of course, there are other variables that need to be explored to understand the phenomenon in its depth. We agree that climate and organizational culture are only part of many elements that contribute to the achievement of good student performance. However, we also argue that school management is a fundamental element and, for this reason, we dedicate ourselves to understanding it through the analysis of climate and culture, demonstrating its impact on organizations to achieve educational objectives. The methodology used for this dissertation is the research of a qualitative approach, of phenomenological character, type of case study, with the use of semi-structured interviews, questionnaires and observations. For the development of this work, we have as reference studies developed by authors such as Edgar Schein (2009), Reinaldo Dias (2012), Stephen Robbins (2010), Lucia Helena Gonçalves Teixeira (2002), Heloísa Lück (2010), Antônio Nóvoa ). The work accomplished allowed to identify that the culture and the climate that permeates this school are classified as "strong and open culture", in which the analyzed members share the same objectives and elements that constitute the culture and share the influence between parents, teachers, Students and managers, for the development of school objectives, interacting with the external environment of the school with flexibility, adaptability, having communication in a transversal way, leveraging formal and non-formal interactions among school members punctuated by respect.
Como objetivo geral este trabalho propôs-se identificar e analisar a cultura e o clima organizacional de uma escola pública de ensino médio cujos alunos alcançaram alto rendimento no Exame Nacional do Ensino Médio (ENEM) em 2015. Dessa maneira, o que motivou o desenvolver desta dissertação a respeito da importância da cultura, do clima e da gestão escolar no alcance dos objetivos educacionais, é o pressuposto de que as escolas administradas com base em políticas de liderança capazes de detectar a cultura e o clima organizacional e agir sobre eles, no sentido de torná-los explícitos e manifestos a todos os membros da organização, alcançam, de modo exitoso, seus objetivos educacionais. Assim, esse trabalho se justifica por abordar a relevância e o impacto dos princípios característicos da cultura e clima organizacional da instituição a ser pesquisada, de modo especial, nos resultados obtidos no processo de ensino e aprendizagem do aluno. Têm-se como problemática central a seguinte questão: em que medida a cultura e o clima organizacional da escola intervêm nos resultados do processo de ensino aprendizagem do aluno? Certamente, há outras variáveis que precisam ser exploradas para se compreender o fenômeno em sua profundidade. Concorda-se que o clima e a cultura organizacional compõem apenas uma parte de muitos elementos que concorrem para o alcance de bons resultados no desempenho dos alunos. Entretanto, também se defende que a gestão escolar é elemento fundamental e, por este motivo, dedica-se a compreendê-la a partir da análise do clima e da cultura, demonstrando seu impacto nas organizações para o alcance dos objetivos educacionais. A metodologia utilizada para esta dissertação é a pesquisa de abordagem qualitativa, de cunho fenomenológico, tipo estudo de caso, com utilização de entrevistas semiestruturadas, questionários e observações. Para o desenvolvimento deste trabalho, tem-se como referência estudos desenvolvidos por autores como Edgar Schein (2009), Reinaldo Dias (2012), Stephen Robbins (2010), Lucia Helena Gonçalves Teixeira (2002), Heloísa Lück (2010), Antônio Nóvoa (1995). O trabalho realizado permitiu identificar que a cultura e o clima que permeiam esta escola classificam-se como “cultura forte e aberta”, na qual os membros analisados partilham dos mesmos objetivos e elementos que constituem a cultura na sociedade e compartilham da influência entre pais, professores, alunos e gestores, para o desenvolvimento dos objetivos escolares, interagindo com o ambiente externo da escola com flexibilidade, adaptabilidade, tendo a comunicação de maneira transversal, alavancando as interações formais e não - formais entre os membros da escola sempre pontuadas pelo respeito.
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Friess, Derek Christman. "Do Teachers Feel Trusted by Their Administrators?" University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595329207545009.
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Albardeiro, Maria Luzia Barroso Rebola de Sousa. "Avaliação externa de escolas: que contributos para a mudança e a melhoria?: o estudo de caso numa escola secundária." Master's thesis, Universidade de Évora, 2015. http://hdl.handle.net/10174/17514.
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Neste estudo propuséssemo-nos saber qual o papel da Avaliação Externa de Escolas para a mudança e a melhoria de uma escola. O design da investigação foi o de estudo de caso. Escolhemos uma escola que melhorou, em todos os domínios, da primeira avaliação externa para a segunda. As conclusões realizadas tiveram por base a informação extraída da análise de conteúdo, documental, e da perceção dos docentes.
Concluímos que, na escola estudada, a avaliação externa serviu fundamentalmente para validar a autoavaliação e prestar contas do trabalho desenvolvido.
A cultura organizacional foi determinante para a mudança e a melhoria; o clima de escola foi facilitador e potencializador do trabalho sério e rigoroso desenvolvido; e que a(s) liderança(s) foram importantes no traçar de novos rumos e no aprofundamento da cultura de escola existente; Abstract:
School External Evaluation: what to do to change and improve?
In this study we’ve proposed to find out the role that School External Evaluation can play to help change and improve a school. The chosen design was of a case study. We’ve chosen a school that has improved in all domains between the first and second evaluation. The conclusions are based on the information taken from contents analyses and from the perception of teachers.
We’ve inferred that in the school we’ve studied, external evaluation was essentially useful to validate self-evaluation and show results of the school performance.
We’ve deducted that an organizational culture was determinant for changes and improvements, the working relations have facilitated and potentialized the serious and rigorous work which has been developed and the leadership(s) were important to create new paths and to deepen a school culture.
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Galindo, Marilys. "A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1010.
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From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful.
The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school’s racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year?
The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration.
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Fisher, Emily Payton. "Cyberbullying and School Climate." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/3065.
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The purpose of this study was to examine the relationships between demographic variables known to predict bullying and victimization, traditional bullying victimization, cyberbullying victimization, and school climate. Participants were 214 fourth and fifth grade students from three elementary schools in Warren County, Kentucky. Students answered demographic questions and completed a series of surveys including the Positive Experience Checklist and the School Climate Survey Suite. Demographic variables and traditional bullying victimization were regressed on the students’ perception of school climate (Model 1). Additionally, cyberbullying victimization was included in a second block to estimate its explanatory value (Model 2). The present study supports previous research that found that traditional bullying is related with a lower perception of school climate and extended this research by examining the relation between cyberbullying and school climate; of interest, are the impacts of cyberbullying on meaningful outcomes (e.g., school climate) of a sufficient magnitude to warrant changes in preventative and intervention strategies? Interestingly, cyberbullying had a negligible but significant effect on school climate, only explaining an additional 3% of the variance in student perception of school climate. These data indicate that cyberbullying victimization is much less predictive of perceptions of school climate than traditional victimization.
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Dempsey, Terri L. Meece Judith L. "School disciplinary climate and student engagement in school a mediation analysis of public school social climate /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2247.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2009.Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Master of Arts in Education in the Department of Education Educational Psychology, Measurement, and Evaluation." Discipline: Education; Department/School: Education.
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Argov, Nir. "School policy, climate and high school dropouts." Thesis, Anglia Ruskin University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411413.
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Pang, Sun-keung Nicholas, and 彭新強. "School climate: a discipline view." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956166.
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Smith, Larry Don. "School climate and teacher commitment." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/2129.
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Robinson, Willie. "The Importance of School Climate: How School Leaders in Inner City Middle Schools Shape Climate." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3757.
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Traditional educational reform efforts have relied on standardized testing as the primary indicator of student achievement. Current research is broadening the scope as the impact of shaping positive school climates to support the needs of students is examined (Reynolds, 2016). Positive behavior interventions and supports (PBIS) is an evidence-based system of school-wide reinforcement that provides the groundwork for supportive school climates. The purpose of this study was to determine elements of PBIS programs that facilitated positive school climates.
Data collection strategies included focus individual interviews, observation, and document analysis. Triangulation was used to analyze the data. Three iterations were used to develop a process for understanding the elements that positively impact school climates. The first iteration categorized data by actions utilized by stakeholders. The second iteration grouped the actions by the school leader’s impact on school policy in relation to positive school climate. In this iteration, categories were combined from the first iteration based upon their impact on school climate. The third iteration established the role that key stakeholders must attain in order to establish a solid foundation for a positive school climate.
The results revealed that in order for a school to maintain a positive school climate, key stakeholders to include the administrator, PBIS coach, community, students and teachers, must work in concert. Study participants identified facilitating teaching and learning expectations through role playing, shaping and maintaining a safe environment and establishing productive relationships as critical elements needed to shape a positive school climate. This was achieved by solidifying consistent rituals and routines grounded in the distinct needs of each site. The consensus across all three sites acknowledges the roles of the PBIS coaches and the building level administrator. As the PBIS coach and the building administrators worked together, they assumed the lead as PBIS work is facilitated, stakeholder support was strengthened. collaborative partnerships were formed to embrace a common vision and common goals
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McGloin, Alexis Marie. "The effects of school uniforms on school climate in elementary school." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/25362.
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Educational AdministrationEd.D.
This research sought to explore the link between mandatory school uniforms and a positive school climate. Beginning in the late 1980's public schools implemented mandatory school uniforms policies in urban school districts. The trend gained momentum when President Clinton included school uniforms in his 1996 State of the Union Address. Directly following the speech was a publication by the United States Department of Education on school uniforms that was distributed to all school districts in the country. Often the primary reason for implementing school uniforms was gang violence. Other reason included increased school safety and decreases in violence. Further, proponents believed uniforms would increase academic achievement and improve school climate. Research on the effects of school uniforms is limited and conflicting. Most studies available to date were conducted in urban settings. However, school uniforms have infiltrated rural and suburban schools districts as well. Two school districts in suburban Eastern Pennsylvania participated in this study. One school district had a mandatory school uniform policy. The other did not. Using a school climate survey and school uniform questionnaire, students in grades 4-6 and elementary school teachers rated the school climate in their respective schools. School climate was rated on seven subscales on the student school climate survey and 10 subscales on the faculty school climate survey. A t-test was performed on the data set to determine the difference between sample means and a factor analysis was conducted on the student school climate survey. Further, three themes emerged from the short answer questions on the student uniform questionnaire. The results of the research found that there was not a statistically significant relationship between a mandatory school uniform policy and elementary school students' perceptions of school climate. Of the seven subscales, students who wore school uniforms rated their peer relationships higher than students without school uniforms. Additionally, they rated the required rigor higher. Students that did not wear school uniforms rated the teacher-student relationship higher. When responding to the open ended questions, three themes emerged. They were expression, atmosphere and family. In essence, students were not in favor of wearing uniforms and believed uniforms suppressed their freedom of expression. Teachers responded similarly. The results showed no statistically significant relationship between a mandatory school uniform policy and teacher perceptions of school climate. Only two subscales showed any significant difference between the two groups of teachers. They were teacher-administrator relationship and student achievement. In both respects, teachers in the district without uniforms responded more positively. The results of this study should be used when reviewing current policy or considering new policy on school uniforms.
Temple University--Theses
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Carrasco, Ogaz Diego Alonso. "Multivariate approaches to school climate factors and school outcomes." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/61527/.
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School climate is a crucial concept used to explain school differences. Nevertheless, this concept is elusive in the literature, conveying different meanings. To address the relation between school climate and school outcomes, its historical roots are reviewed and a multivariate approach to it is proposed, in contrast to a unidimensional conception. In four papers, this strategy is used to study associations among various school climate factors (SCFs) and school outcomes, including teacher turnover, teacher job satisfaction, students' math achievement, and students' social attitudes. In paper 1, schools serving more socioeconomically disadvantaged students are found to present higher rates of teacher turnover. A complementary study shows that SCFs (supportive school leadership, positive school relationships, and academic monitoring) present differing effects on teacher turnover. In paper 2, the relationships between SCFs (teacher student relations and school discipline) and teachers' job satisfaction and withdrawal cognitions (intentions to quit) are estimated. These SCFs appear to play a protective role with respect to teachers' withdrawal cognitions, and these effects are indirect via their relationship to teachers' job satisfaction. In paper 3, the relationship between the experience of bullying and students' achievement is addressed. The relationship is found to be indirect, with key roles played by perceptions of school belonging and students' classroom engagement. Finally, in paper 4 the relationship between civic knowledge and the endorsement of democratic values is estimated. This link is found to be partially mediated by ideological beliefs (authoritarianism), and the role of open classroom discussion (a SCF) as a moderator of these effects is demonstrated. This work demonstrates that in order to specify theory-driven models of different school outcomes, school climate should be conceptualized as diverse social-contextual effects operating in a complex multivariate setting with mediated and moderated pathways to outcomes.
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Lawrence, Ranald Andrew Robert. "Cultural climates : the municipal art school and the reformulation of civic identity in Victorian Britain." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709252.
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