A Qualitative Descriptive Study of the Impact of School Climate Readiness Assessments on School Climate Reform

Autor/in	Hattrick, Joseph James
Titel	A Qualitative Descriptive Study of the Impact of School Climate Readiness Assessments on School Climate Reform
Quelle	(2019), (289 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4389-4933-1
Schlagwörter	Hochschulschrift; Dissertation; Readiness; Educational Environment; School Culture; Evaluation Methods; Leadership Responsibility; Teamwork; Elementary Secondary Education; Attitudes; Cooperative Planning; Change Strategies; Stakeholders; Participation; Arizona + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben; Attitude; Einstellung; Verhalten; Lösungsstrategie; Teilnahme
Abstract	The purpose of this qualitative descriptive study was to determine how members of school leadership teams perceived the use of a school climate readiness assessment to inform and promote school climate for leadership teams in two K-12 schools in Arizona. Fifteen participants located in Central Arizona took part in this study to determine how leadership teams use a school climate readiness assessment, how school leadership teams perceive of school climate following the completion of a school climate readiness assessment, and how school leadership teams employ a school climate readiness assessment to promote school climate. Bronfenbrenner's Development Ecological Model and the Community Readiness Theoretical Model provided the theoretical framework for this study. The three sources of data that were used in this study were semi-structured individual interviews, focus groups, and a demographic questionnaire. The six steps of thematic analysis was used to analyze the data. The results revealed that school leadership teams can benefit from a school climate readiness assessment, but that benefit is limited to the extent to which school leadership teams create a plan for a change process and implement such a plan. Five themes emerged from the focus groups and semi-structured interviews. The themes that emerged were 1) understanding of school climate, 2) perceptions regarding the roles of readiness, 3) school climate reform implementation, 4) Preparedness to implement change, and 5) stakeholder involvement. [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