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Dissertations / Theses on the topic 'School climate'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

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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2

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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3

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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4

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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5

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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6

Elfstrom, Jennifer L. "Bullying and Victimization: School Climate Matters." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1186089056.

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7

Pintado, Irene. "Perceptions of school climate and bullying in middle schools." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001816.

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8

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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9

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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10

Leung, Sau-kuen. "Organizational climate in Hong Kong secondary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17605088.

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11

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 Administration
Ed.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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12

McLeod, Charles Ruffin. "Secondary school climate: Using an ecological perspective." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184722.

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The purpose of this study is to provide data which will enable administrators, through climate assessment, to make concrete decisions regarding perceptions that can be utilized in targeting areas within the school which need intervention or improvement. The main emphasis of the study is to assess various stakeholders' perceptions regarding school variables (teacher/student relationships, security and maintenance, administration, student academic orientation, student behavioral values, guidance, student/peer relationships, parent and community/school relationships, instructional management, and student activities) and to note perceptual trends, similarities, and differences among stakeholder groups. Much of the existing literature views climate as a separate, yet related, component of effective schools. This study's focus is on better understanding climate from the ecological perspective, viewing climate as a tool in which school climate research can be used in school improvement programs to ensure consistency in conceptualizing and measuring school climate. This study goes beyond many in that it attempts to understand climate from various stakeholders' perceptions, and to discern any patterns or relationships among these. Unlike the previous studies of school climate which consider the perceptions of only one or two groups, this concept of school climate is driven by the shared perceptions of key stakeholder groups in the school operation of itself--Board members, Administration, classified staff, the students, teachers, and parents/community members. Because an inductive research method is most appropriate for a study of this type, a quasi-case study approach was selected as the research procedure. The following data analysis process was used in the study, for each of the ten subcategories of respondent, gender, ethnicity, and group/role, an analysis of variance and test of significance were conducted. These results are presented according to the research questions and subcategory. The contribution that this study makes is in the analysis of climate data. The data presented, looking at group means in the climate subcategories to give a broad, general impression of the school's climate. As the data were broken apart and regrouped, important patterns emerged. This information provides much more specific guidance in targeting school improvement, as well as delineating precisely the subcategories of particular concern to various stakeholder groups. This approach to unpacking the school climate concept takes advantage of the multiple characteristics of this school climate study, and acknowledges the different interests of groups within a school. Given scarce resources and competition for people's time, a finer grained analysis of a school's problems is a rational beginning to focused interventions.

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13

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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Williams, Heather Jeannine. "The principal's role in school climate." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/3031.

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15

Schimek, Troy Alan. "Analysis of middle school student bullying experiences and student reported school climate." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006schimekt.pdf.

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16

Scully, William M. "The implementation of recommended practices and school climate in Missouri middle schools /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164541.

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17

King, Chyrise S. "School Leader Emotional Intelligence and the Impact on School Climate in K-12 Catholic Schools." Thesis, Indiana Wesleyan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745330.

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This study examined the relationship between school leaders’ self-reported levels of emotional intelligence and teacher perceptions of school climate in K–12 Catholic schools in Indiana. This study built upon the findings of a mixed-method study by Juma (2013) that was limited in scope and generalizability, and examined the relationship between a principal’s perceived emotional intelligence and teacher perceptions of school climate. The current study used a quantitative methodological approach and a larger sample size to enhance understanding of the relationship between school leaders’ perceptions of emotional intelligence and teacher perceptions of school climate. The Emotional Intelligence Quotient 2.0 (EQ-i 2.0) and the Organizational Climate Questionnaire (OCQ) were completed by 200 teachers and 30 school leaders in 30 K–12 Catholic schools in Indiana. This study did not find a significant relationship between a school leader’s perceived level of emotional intelligence and teacher’s perceived school climate. Prior research on these variables has been inconclusive. This study adds to the body of research examining the possible connection between a school leader’s emotional intelligence and school climate.

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18

MEDEIROS, VERENA GIGLIO DE. "SCHOOL CLIMATE - A SOCIOLOGICAL STUDY OF A PRESTIGIOUS PUBLIC SCHOOL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11054@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Este trabalho situa-se no contexto das pesquisas que investigam as instituições escolares consideradas de excelência. Objetivou identificar o clima de uma escola de prestígio, orientado pelas características das escolas eficazes. Pretendeu articular as dimensões macro e micro, que permitissem uma aproximação à singularidade da instituição. Na primeira parte foram construídos perfis de alunos, pais e professores, a partir de um survey realizado pelo SOCED - Grupo de Pesquisa em Sociologia da Educação da PUC-Rio, do qual participo, na pesquisa Processos de Produção de Qualidade de Ensino, da qual constam nove escolas consideradas pela mídia, como algumas das melhores da cidade do Rio de Janeiro. Na segunda parte, foi realizado um trabalho de campo, buscando um olhar mais próximo, que apontasse as peculiaridades e as razões de sua distinção no universo pesquisado. O clima escolar da instituição, recorte específico desta pesquisa, parece decorrer, principalmente, da forma como se articulam os recursos disponíveis, a partir do engajamento e a predisposição da maioria dos agentes escolares, para superação das dificuldades, e o fortalecimento das equipes.
This study finds itself in the context of other similar investigations dealing with school institutions considered of superior quality. It was aimed at identifying the general atmosphere of a prestigious educational institution, emphasizing the characteristics of such efficient organizations. It attempted to articulate both macro and micro perspectives, which would then allow us to narrow down the singularity of this institution. During the first half of the study, student, parent and staff profiles were built based on previous research conducted by SOCED - Research Group in Education Sociology from PUC- Rio, which I am part of, titled Teaching Quality Production Process, where nine institutions, crowned by local media as some of Rio de Janeiro s finest schools, were included. During the second half, a field research was conducted attempting to take a closer look at some of the peculiarities and reasons that set this institution apart from others in the same researched universe. The institution s school climate - the specific focus of this research - seems to be the result of how available resources are articulated, and triggered by the engagement and the predisposition of the majority of the school agents to overcome dificulties and strengthen its teams.

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Young, Robin Hayden. "The relationship between school climate and reciprocal trust in high schools." Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009young_r.PDF.

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Thesis (E. Ed.) -- The Sage Colleges, 2009.
"A Doctoral Research Project presented to Associate Professor of Education Connell G. Frazer, Doctoral Research Committee Chair, School of Education, The Sage Colleges." Includes bibliographical references: p. 81-89.

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Miura, Tanuja C. "School climate: Development of a comprehensive definition." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28535.

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School climate is a complex and multidimensional construct that is an essential part of the school experience. Currently, there is no clear consensus on its definition or what specific dimensions it encompasses. The purpose of this study was to examine various ways that school climate has been defined in empirical studies and to establish consensus on the factors essential to the construct. To this end, we conducted a synthesis and analysis of school climate research followed by a Delphi poll in order to reach consensus among participating experts. Results indicated that school climate should be considered based on three interrelated dimensions: individual, interpersonal, and organizational, as well as various sub-dimensional components. Participants prioritized: (1) factors related to students and teachers, including their relationships; and (2) factors related to the school's philosophy, such as policies and disciplinary climate. Findings of the study may be used to develop a comprehensive school climate scale for assessing school improvement programs and initiatives.

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Morse, Lisa. "Relationships of Stakeholder Perceptions of School Climate." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1478613417823174.

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22

Nkosi, Monde Eustice Gideon. "School climate of adult basic education centres." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09122008-143144/.

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23

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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Leung, Sau-kuen, and 梁秀娟. "Organizational climate in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958801.

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Godinez, Larie D. Lugg Elizabeth T. "The case study of climate in an elementary school that restructured into schools-within-a-school." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960415.

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Thesis (Ed. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 27, 2006. Dissertation Committee: Elizabeth Lugg (chair), Paul Baker, Amee Adkins, Ramona Lomeli. Includes bibliographical references (leaves 183-189) and abstract. Also available in print.

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Leung, Moon-chuen, and 梁滿泉. "Perception of school climate on a local newly established secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961101.

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Leung, Moon-chuen. "Perception of school climate on a local newly established secondary school." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184835.

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Thompson, Nathan. "A climate assessment of working environments at a small midwestern public high school." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009thompsonn.pdf.

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Winnaar, Lolita Desiree. "Developing a model of school climate unique to secondary schools in South Africa: A multilevel analysis approach." University of the Western Cape, 2018. http://hdl.handle.net/11394/6755.

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Philosophiae Doctor - PhD
The educational landscape in South Africa is unique and has also seen many changes since the dawn of democracy more than 20 years ago. The apartheid education system was marred by severe inequalities between schools and, for this reason, the democratic government post 1994 established a number of policies and interventions in an attempt to improve access, equity and quality between schools. The country has made significant advances in improving access to education. This is reflected in the Millennium Development Goals progress indicators showing that, as of 2013, almost all learners between the ages of 7 and 15 were enrolled in schools. While great strides have also been made with regard to equity, evidence shows that many schools in South Africa are still largely inequitable. Education quality, however, is an area that is still of grave concern and the matter requires much attention from educational stakeholders. International studies, such as the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS), use learner performance to measure the quality of the system. Such studies consistently report that South Africa is performing poorly and that large inequalities still exist between schools in the country. Improved quality is associated with effective schools and, in South Africa, only 20% of schools have been found to be functional or effective. Much of research focussed on school effectiveness, both nationally and internationally, however has been explained by factors in the school, including the appropriateness of curriculum content, infrastructure, resources in the school and teacher content knowledge. These factors have been found to be strongly correlated with effective schools.

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Wong, Ho Wai-hing Nancy. "Student perceptions of the school climate : a case study /." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13836705.

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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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Keller, Misty. "Student Chronic Absenteeism and Perceptions of School Climate." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3947.

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The purpose of this quantitative study was to determine if there were significant differences in student chronic absenteeism between schools with high positive scores for perceptions of central components school climate and schools with low positive scores for perceptions of central components of school climate. This study assessed the difference in student chronic absenteeism among elementary schools rated high positive or low positive as well as among high schools rated high positive or low positive for perceptions of school engagement, school safety, and school environment. A series of chi square analyses were used to analyze data to determine if there were significant differences in student chronic absenteeism among schools with high positive ratings for central components of climate and schools with low positive ratings for central components of climate. The data that were analyzed included the number of students who were chronically absent, the number of students who were not chronically absent, and responses concerning perceptions of school climate provided by licensed school personnel on annual state-wide educator surveys administered by the Tennessee Department of Education. The results of the quantitative study revealed, that for both elementary and high schools, there was a significant difference in student chronic absenteeism between schools rated high positive and schools rated low positive for perceptions of school engagement. In addition, the results revealed, that for both elementary and high schools, there was a significant difference in student chronic absenteeism between schools rated high positive and schools rated low positive for perceptions of school 3 safety. Finally, the results revealed, that for both elementary and high schools, there was a significant difference in student chronic absenteeism between schools rated high positive and schools rated low positive for perceptions of school environment. In general, students who attended elementary or high schools rated high positive for perceptions of engagement, safety, and-or environment were significantly less likely to be chronically absent than students who attended elementary or high schools rated low positive for perceptions of engagement, safety, and-or environment.

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Hung, Anna H. "The Effect of School Climate on Internalizing Difficulties in Middle School Students." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1313250297.

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Werblow, Jacob. "How the relationship between high school size and student outcomes is explained by dimensions of school climate /." Connect to title online (ProQuest), 2007. http://proquest.umi.com/pqdweb?did=1453226621&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 112-120). Also available online in ProQuest, free to University of Oregon users.

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Koopman, Thomas Michael. "Student reported school climate measurement is an overhaul needed? /." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1218505757.

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36

Dobrin, Miha. "Retrofitting of school buildings in Slovenia." Thesis, Open University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367223.

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Aboyi, James. "A Correlational Study on School Climate and Organizational Citizenship Behavior in Catholic Schools." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748710.

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Prior to this research study, it was not known if, and to what degree a relationship exists between the four key areas of Catholic school climate (collegial leadership, teacher professionalism, academic press and institutional vulnerability) and the organizational citizenship behavior of teachers. The purpose of this quantitative correlational study was therefore to investigate the degree of relationships between these variables in Catholic schools (K-12) in the south-central region of Arizona. The school climate was measured using the Organization Climate Index (OCI) and organizational citizenship behavior was tested using Organizational Citizenship Behavior Scale (OCB Scale). The study was built on the theoretical foundation of Social Exchange Theory as well as the theoretical frameworks of school climate and organizational citizenship behavior. A convenience sampling method was used to collect data from 140 participants from 35 Catholic schools (K-12) in the south-central region of Arizona. Two correlational tests, Pearson's r and Spearman's rho, were performed to address the four research questions and their associated hypotheses. The results revealed that three areas of school climate have statistically significant relationships with OCB of teachers. These include: collegial leadership, r = .516, p < .001; teacher professionalism, r = .783, p < .001; and academic press, r = .553, p < .001. The institutional vulnerability aspect of school climate did not have statistically significant relationship with the OCB of teachers, r = -.144, p = .089. The study limitations, strengths and weaknesses, and recommendations for practical applications and future studies were discussed. Key words: school climate, organizational citizenship behavior, social exchange theory.

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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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Isbell, Angela Lake. "A Comparative Study of School Climate in Select Elementary Schools From One School Division in Virginia With Varied Title I and Accreditation Statuses." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/56675.

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The purpose of this study was to compare school climate in a sampling of four Title I and four Non-Title I elementary schools in one school division in Virginia with varied accreditation statuses. The Organizational Climate Descriptive Questionnaire-Revised Elementary (OCDQ-RE), created by Hoy (1990) was utilized to measure school climate. The OCDQ-RE questionnaire were handed out during a regularly scheduled faculty meeting at each of the eight schools selected for the study. Of the 255 surveys that were distributed collectively, 165 participant surveys were collected for a return rate of 65%. In measuring school climate, the mean and standard deviation were computed for each of the six subtests of school climate: Supportive Principal Behavior, Directive Principal Behavior, Restrictive Principal Behavior, Collegial Teacher Behavior, Intimate Teacher Behavior, and Disengaged Teacher Behavior. These subtests were combined to determine teacher openness, principal openness and overall school climate. Descriptive and inferential statistics did not reveal significant differences in principal openness, teacher openness or overall school climate in schools of varying Title I and accreditation status. However, descriptive and inferential statistics revealed differences in component subtests of the OCDQ-RE. Specifically, a comparison of the standardized mean scores for each subset based on Title I status and accreditation status revealed some variations. Using inferential statistics, significant differences were found among school climate in the areas of supportive principal behavior, restrictive principal behavior and intimate teacher behavior.
Ed. D.

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Vos, Deon. "Bestuurstrategieë vir die vestiging van 'n effektiewe organisasieklimaat in die primêre skool / D. Vos." Thesis, North-West University, 2010. http://hdl.handle.net/10394/5070.

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The research aim was firstly to establish the prevailing organisational climate of the primary schools in the North West Province, and secondly, to develop management strategies to establish an effective organisational climate in primary schools. The study was conducted by means of a thorough literature study with a view to place the concept organisational climate in context. Following this, the information gained during the literature study was empirically verified, and certain findings were made based on the data. From the last-mentioned data and findings, a number of management strategies could be developed and certain recommendations were also formulated. In Chapter 1 the problem statement as well as four research objectives were formulated. The research aim was motivated and the research methodology discussed. The chapter division was explained and a number of relevant ethical aspects were discussed. A few contributions made by this study were discussed briefly. The nature of organisational climate was discussed in Chapter 2. Organisational climate was placed in the correct context by discussing a number of relevant concepts, namely: school climate, organisational climate, educational climate, classroom climate, quality of work life, systemic factors and the influence thereof on organisational climate, individual factors, job satisfaction, job performance, work stress and job motivation. The maintenance and the importance of a positive organisational climate also received attention. The determinants of an effective organisational climate received attention in Chapter 3. Determinants such as presented in the literature were discussed. Following this, determinants identified from different measuring instruments were also discussed. The "Organizational Climate Description Questionnaire for Elementary Schools" (OCDQ-RE) was discussed in detail, since this questionnaire was used for the research in question. The research approach and methodology was discussed in Chapter 4. Different research approaches were discussed, namely the interpretivistic, the critical, the positivistic and the postpositivistic approaches. Next, the quantitative investigative method was discussed fully, since this is the manner in which the data in this research were obtained. The statistical data processing was discussed comprehensively. The chapter was concluded with a number of relevant ethical aspects. In Chapter 5 the data interpretation was discussed. The responses were processed statistically and certain findings were inferred from it. The following statistical processing was done: two factor analyses were done, the reliability of the questionnaire was determined, openness indexes were discussed, categorisation was done regarding the prevailing organisational climate in the schools, the practical meaningfulness was reported on and finally, the South African data were compared with that of the American research. A number of management strategies were designed in Chapter 6 to establish an effective organisational climate in the primary school. These management strategies were formulated from existing literature concerning organisational climate, as well as from the processed data in the empirical study. The management strategies were formulated based on the actions and behaviour of the school principal as well as those of the educators. The research was concluded in Chapter 7 with a summary, findings and recommendations. Firstly, a brief summary of each chapter was given, followed by a few findings, and the chapter was concluded with seven recommendations, each coupled with a motivation. The following important findings stemmed from the research: Research objective ONE: The nature of organisational climate in the primary school. • Certain aspects such as school climate, educational climate and classroom climate regarding the organisational climate of the school are intertwined and they form a unit that determines the organisational climate of the school. • The organisational climate of a school is influenced by a variety of factors. Examples of these factors are as follows: quality of the work life of educators, tangible and non- tangible factors, task, maintenance and development needs, job satisfaction, job performance, job motivation and work stress. However, it is important to take cognisance of the fact that these factors are people driven and that all role-players in the school are responsible for the development, establishment and maintenance of an effective organisational climate. • The importance of an effective organisational climate is accentuated by the creation and maintenance of a positive work life, positive values and norms and effective communication. By meticulously applying these above-mentioned principles, a positive organisational climate will become a reality in schools. Research objective TWO: The nature of the different determinants of organisational climate in the primary school: • The findings in the literature correspond to a large extent with the findings that came to the fore from the measuring instruments. The findings are categorised in two determinants for organisational climate, namely the actions or behaviour of the school principal and those of the educators. Research objective THREE: The current standing of the organisational climate in the primary schools: • The total openness index of the schools in the study population explains the actions and behaviour of the principals, as well as those of the educators, as a mean. • The schools were divided into four categories as follows: Uninvolved organisational climate (22.73%), Closed organisational climate (22.73%), Open organisational climate (21.21%), Involved organisational climate (33.33%). Research objective FOUR: Management strategies for the development and establishment of an effective organisational climate in the primary school: • Four management strategies were formulated concerning the actions or behaviour of the school principal and three regarding the actions or behaviour of the educators. The following important recommendations were made: Recommendation 1: Principals need to be empowered to fulfil a more supporting role, mainly in the case of black and Coloured educators. Constructive criticism, reasons for criticism and paying attention to the well-being of educators are examples of fields in which principals need to be empowered. Recommendation 2: Principals need to be empowered to follow alternative managerial styles, rather than an autocratic and "iron-fist" approach. Recommendation 3: Principals need to demonstrate less restrictive behaviour towards educators, especially in the case of Coloured educators. Examples of restrictive behaviour principals need to devote attention to are as follows: educators are expected to serve on too many committees and the amount of administrative work needs to be cut back on. Recommendation 4: Educators need to be empowered to act more fraternally towards one another. Examples of fields in which empowerment is required are as follows: educators do not accept one another's shortcomings, educators often depart for home directly after school hours, and educators socialise in small, selected groups. Recommendation 5: The extent to which trusting behaviour occurs among educators requires active improvement. Factors that need attention are as follows: colleagues do not invite one another for home visits, educators do not know one another's home backgrounds, educators socialise during work hours, and educators do not arrange social meetings for one another. Recommendation 6: Educators' attitude towards and involvement in the school's activities need to be addressed actively and improved. The following factors need to receive attention: the problem that educators describe staff meetings as futile, and also that they converse amongst each other during staff meetings. Recommendation 7: Further research is needed regarding the validation of a measuring instrument that is directly meant for the South African context.
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2010.

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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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Fiddaman, Thomas S. (Thomas Scott). "Feedback complexity in integrated climate-economy models." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10154.

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LeChasseur, Kimberly. "The Structure and Climate of Size: Small Scale Schooling in an Urban District." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/65217.

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Urban Education
Ph.D.
This study explores mechanisms involved in small scale schooling and student engagement. Specifically, this study questions the validity of arguments for small scale schooling reforms that confound the promised effects of small scale schooling structures (such as smaller enrollments, schools-within-schools, and smaller class sizes) with the effects of the school climates assumed to follow from these structural changes. Data to address this issue was drawn from the Philadelphia Educational Longitudinal Study - one of the few publically-available datasets to include student-level measures of school-within-a-school participation and relative quality - and supplemented by school-level data from the National Center for Education Statistics' Common Core of Data. Regression analyses were designed to examine whether academic press and/or personalized teacher-student relationships - two aspects of school climate often associated with small scale schooling - mediate the relationships between small scale schooling structures and student engagement. The results suggest a pattern of widespread connections between small scale schooling structures and students' emotional engagement in school, but only a loose connection between these structures and students' behavioral engagement in school. Furthermore, school climate does, in fact, mediate many of the relationships between small scale schooling structures and emotional engagement; however, it does not fully mediate the relationship between small scale schooling structure and behavioral engagement. Findings relating student engagement to the quality of small learning communities relative to others in the same school suggest that comprehensive schools that are broken down into smaller within-school units may create a new mechanism for tracking students. Those who participate in relatively high quality small learning communities like school more and participate in more extracurricular activities/sports than students who participate in relatively low quality small learning communities or in no small learning community at all. These relationships are not mediated by school climate. Overall, the findings of this study suggest that the results of small scale schooling reforms are largely dependent on the school climates where they are instituted.
Temple University--Theses

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Wong, Ho Wai-hing Nancy, and 何慧馨. "Student perceptions of the school climate: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B43893351.

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Phaneuf, Shannon Womer. "School security practices investigating their consequences on student fear, bonding and school climate /." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3701.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.
Thesis research directed by: Criminology and Criminal Justice. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Busch, Rebecca. "Wisconsin school counselor perceptions of school climate experiences of gay and lesbian youth." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006buschre.pdf.

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Nichols, Thomas M. "The Relationship Between School Climate and Academic Achievement of High Schools in the Commonwealth of Virginia." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/92004.

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Research suggested that academic achievement can be directly impacted by a positive school climate (Bulach Malone, and Castleman, 1995; Bulach, 1994; Freiberg, 1999; MacNeil, Prater, and Busch, 2009; Thapa, Cohen, Higgins-D'Alessandro, and Guffey, 2012; Zakrzewski, 2013; Kutsyuruba, Klinger, and Hussain, 2015). When schools focus on improving school climate, it is suggested that student academic achievement will increase (USDOE 2016). The purpose of this study is to identify the relationship between school climate and academic achievement at the high school level. This quantitative study used multiple regression analysis to identify the relationship between school climate and academic achievement of Virginia high schools (N=314). The data for this study was extracted from the Virginia Department of Education (VDOE) School Quality Profiles (SQP) website on school attendance, school size, Free and Reduced Meal Eligibility (FRME), pupil/teacher ratios, provisionally licensed teachers and school discipline. Academic achievement measures were also taken from the Virginia Standards of Learning (SOL) results for English/reading and mathematics found on the VDOE SQP website for Virginia high schools. The results of this study identified school size, percentage of low SES, attendance, discipline and provisionally licensed teachers as the significant factors having the biggest impact on learning. In an era of continued accountability, educational leaders will have a process to examine the effect of school climate factors on their students' academic performance at the high school level.
Doctor of Education
Research suggested that academic achievement can be directly impacted by a positive school climate (Bulach Malone, & Castleman, 1995; Bulach, 1994; Freiberg, 1999; MacNeil, Prater, & Busch, 2009; Thapa, Cohen, Higgins-D’Alessandro, & Guffey, 2012; Zakrzewski, 2013; Kutsyuruba, Klinger, & Hussain, 2015). When schools focus on improving school climate, it is suggested that student academic achievement will improve (USDOE 2016). The purpose of this study was to determine what impact school climate indicators such as: attendance, school size, percentage of low social economic status, discipline, pupil/teacher ratio, and provisionally licensed teachers have on academic achievement of Virginia high schools. This study looked at the best way to examine the relationship between school climate and academic achievement in Virginia high schools. The population was 314 high schools. The data for the school climate factors for this study was taken from the Virginia Department of Education (VDOE) School Quality Profiles (SQP) website. The Virginia Standards of Learning (SOL) results for English/reading and mathematics were used as the academic achievement measures. The SOL data for Virginia high schools was also taken from the VDOE SQP website. The results of this study identified school size, percentage of low SES, attendance, discipline and provisionally licensed teachers as the significant climate factors having the biggest impact on student learning. In an era of continued accountability, this study provided educational leaders with a process to examine the impact of the school climate factors on their students’ academic performance at the high school level.

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Naovaratana, Vilaichone Lynn Mary Ann Strand Kenneth H. "The organizational climate of elementary schools in Changwat Chachoengsao, Thailand." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713233.

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Thesis (Ph. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 9, 2005. Dissertation Committee: Mary Ann Lynn, Kenneth H. Strand (co-chairs), Ronald L. Laymon, Clayton F.Thomas, William F. Stimeling. Includes bibliographical references (leaves 64-67) and abstract. Also available in print.

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Epperson, Raymond H. "The Connection between Principal Leadership Behavior and School Climate." Thesis, Northern Illinois University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10977345.

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This dissertation study explores the association between principal leadership behavior and school climate with an end goal of impacting student achievement. Certified staff members in a large suburban Illinois school district were involved in this study. Data were collected through the use of the Leadership Behavior Description Questionnaire Form XII (LBDQ Form XII) and the Organizational Climate Description Questionnaire (elementary OCDQ–RE, middle OCDQ–RM, and high school OCDQ–RS). All of the 10 leadership domains examined in this study showed statistically significant associations with various school climate areas. The leadership behaviors of Consideration, Integration, and Tolerance of Freedom were found to have the strongest correlations consistently across levels.

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Valenzuela, Jaime, Iván Ahumada, Andrea Rubilar, Verónica López, and Carolina Urbina. "School Climate Coordinators in Chile: Understanding their Labor Identity." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/123826.

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Addressing school climate and violence in schools requires school management skills. The 2011 School Violence Act in Chile promulgated the mandatory creation of the school climate coordinator (SCC). However, the law did not establish a defined profile, specific functions, or working hours for the SCC, and only recently have school administrators given SCCs more time for this position. This has created a flexible operating framework for the position, which could have implications in terms of the labor identity of the SCCs. This exploratory study employed a qualitative case study. An exploratory focus group was conducted with the school climate committee and three in-depth interviews with the SCC of one municipal school. Content analyses revealed the ambiguity of the SCC figure due to a fragmentation of roles in the areas of pedagogy, administration and school climate, creating a scenario where the roles of teacher, inspector, and SCC are segmented. We discuss how the notion of school climate is separated within the school practice from the dimensions of pedagogy school management, and its possible effects.
Abordar la convivencia y violencia en las escuelas requiere de capacidades de gestión escolar. La Ley de Violencia Escolar en Chile de 2011 promulgó la creación obligatoria de la figura del encargado de convivencia escolar (ECE). Sin embargo, la ley no estableció un perfil definido, funciones específicas, ni horas de trabajo para el ECE, y solo paulatinamente los sostenedores han ido aumentando las horas laborales para ejercer este cargo. Ello ha generado un marco flexible de funcionamiento para el ECE, que podría tener implicancias en la construcción de su identidad laboral. Este estudio exploratorio utilizó un método de investigación cualitativa a partir del desarrollo de un estudio caso único de un ECE. Se produjo información a través de un grupo focal con el comité de convivencia escolar y entrevistas en profundidad al ECE de la escuela. Usando el método de análisis de contenido, los resultados revelan la ambigüedad de la identidad del ECE, por contar con roles segmentados en las áreas de pedagogía, administración y convivencia escolar. Se discute cómo en la práctica escolar la noción de convivencia es separada de las dimensiones de pedagogía y gestión, y cuáles son sus efectos.
L’approche de la coexistence et de la violence dans les écoles nécessite des compétences en gestion scolaire. La loi sur la violence scolaire au Chili de 2011 a promulgué la création obligatoire de la personne en charge de la coexistence scolaire (ECE). Cependant, la loi n’a pas établi de profil défini, de fonctions spécifiques ou d’heures de travail pour la ECE, et ce n’est que progressivement que les partisans ont augmenté leurs heures de travail pour exercer ce poste. Cela a généré un cadre opérationnel souple pour la ECE, ce qui pourrait avoir des implications pour la construction de leur identité de travail. Cette étude exploratoire a utilisé une méthode de recherche qualitative à partir du développement d’une seule étude de cas d’une ECE. L’information a été produite à travers un groupe de discussion avec le comité de coexistence de l’école et des entretiens approfondis avec l’ECE de l’école. À l’aide de la méthode d’analyse de contenu, les résultats révèlent l’ambiguïté de l’identité de la ECE, pour avoir des rôles segmentés dans les domaines de la pédagogie, de l’administration et de la coexistence scolaire. Il est discuté comment dans la pratique scolaire la notion de coexistence est séparée des notions de pédagogie et de gestion, et quels sont leurs effets.
Abordar a convivência e a violência nas escolas requer habilidades de gestão escolar. A Lei de Violência Escolar de 2011 no Chile promulgou a criação obrigatória do coordenador de convivência escolar (CCE). No entanto, a lei não estabeleceu um perfil definido, funções específicas ou horas de trabalho para a CCE, e gradualmente a equipe de suporte estava aumentando o horário de trabalho para essa posição. Isso criou um quadro operacional flexível para a CCE, que poderia ter implicações para a construção de sua identidade de trabalho. Este estudo exploratório utilizou um método de pesquisa qualitativa a partir do desenvolvimento de um único estudo de caso de um CCE. A informação foi produzida através de um grupo focal com o comitê de convivência escolar e entrevistas em profundidade com a CCE da escola. Usando o método de análise de conteúdo, os resultados revelam a ambiguidade da identidade da ECE, porque tem papéis segmentados nas áreas de pedagogia, administração e convivência escolar. É discutido como na prática escolar a noção de convivência é separada das dimensões da pedagogia e gestão, e quais são seus efeitos.

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