A Descriptive Study of School Climate and School Culture in Selected Public Secondary Schools in New Jersey and New York

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Autor/in	Horton, James A., Jr.
Titel	A Descriptive Study of School Climate and School Culture in Selected Public Secondary Schools in New Jersey and New York
Quelle	(2018), (220 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Seton Hall University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4382-6134-1
Schlagwörter	Hochschulschrift; Dissertation; School Culture; Educational Environment; Public Schools; Secondary Schools; Grade 9; Grade 10; Grade 11; Grade 12; Organizational Climate; Participative Decision Making; Leadership Styles; Teacher Collaboration; Faculty Development; Collegiality; New Jersey; New York; Organizational Climate Description Questionnaire + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulkultur; Schulleben; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Public school; Öffentliche Schule; Sekundarschule; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Organisationsklima; Führungsstil; Lehrerkooperation; Kollegialität
Abstract	The purpose of this study was to describe the school climate and school culture in selected public secondary Priority Schools, Focus Schools, and Reward Schools in New Jersey and New York. This study used the United States Department of Education's Elementary and Secondary Education Act (ESEA) Flexibility Waiver definition to identify Priority Schools, Focus Schools, and Reward Schools. The grades ranged from ninth to twelfth grade. The lists of schools were identified from the 2016 New Jersey Department of Education and the New York State Education Department lists of Priority Schools, Focus Schools, and Reward Schools (NJDOE, 2016; NYSED, 2016). The Organizational Climate Description Questionnaire -- Rutgers Secondary (OCDQ-RS) and the School Culture Survey (SCS) were the instruments used to gather data on school climate and school culture. A total of 627 teachers participated in the study. Due to the low number of teachers participating in the study, the information gleaned from this study may not be as accurate as a study with substantially more teachers participating. The findings in this study suggested that Reward Schools had an open school climate and a collaborative school culture. Teachers from Reward Schools had mean scores above the normative mean of 500 in Supportive Principal Behavior, Engaged Teacher Behavior, and Intimate Teacher Behavior. The ANOVA post hoc test Tukey HSD revealed that Reward Schools had two climate dimensions, Supportive Principal Behavior and Engaged Teacher Behavior, which were statistically different than the mean scores from Priority and Focus Schools at the 0.001 significance level. Reward Schools had mean scores in four culture dimensions, Collaborative Leadership, Teacher Collaboration, Professional Development, and Learning Partnership, above the normative mean of 500. The ANOVA post hoc test Tukey HSD revealed there were two school culture dimensions, Collective Leadership and Learning Partnership, which were statistically different between Reward Schools and Focus Schools at the 0.05 significance level. Priority and Focus Schools had engaged school climates. Teachers from Priority and Focus Schools had mean scores above the normative mean in Directive Principal Behavior and Intimate Teacher Behavior. The ANOVA post hoc test Tukey HSD revealed that there was one school climate dimension, Frustrated Teacher Behavior, which was statistically different between Priority Schools and Focus Schools at the 0.05 significance level. Priority Schools and Focus Schools had mean scores above the normative mean score of 500 in Teacher Collaboration and Collegial Support. Teachers from both schools had a mean score that was slightly below the normative mean in Collaborative Leadership. Both Priority Schools and Focus Schools had mean scores below the normative mean in Professional Development and Unity of Purpose. ANOVA post hoc test Tukey HSD revealed that there was one school culture dimension, Collegial Support, which was statistically different between Priority Schools and Focus Schools. The results of this study may assist school leaders develop an open school climate that can lead to a collaborative school culture. School culture can assist schools build and maintain high student achievement for many years (Gruenert & Whitaker, 2015). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01