An Exploratory Analysis of School Culture within a Multi-School Charter School System

Autor/inn/en	Sahin, Alpaslan; Takahashi, Meredith; Koyuncu, Aziz
Titel	An Exploratory Analysis of School Culture within a Multi-School Charter School System
Quelle	In: European Educational Researcher, 3 (2020) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2517-6323
Schlagwörter	School Culture; Charter Schools; Teacher Attitudes; Positive Attitudes; Professional Development; Collegiality; Elementary Secondary Education; Educational Environment; Institutional Characteristics + Suchen Sie Ihr Suchwort? Schulkultur; Schulleben; Charter school; Charter-Schule; Lehrerverhalten; Kollegialität; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	The primary purpose of this study is to examine and understand how teachers of charter schools perceive their respective schools' cultures. The research is based upon data gathered from teachers (n=372) in schools (n=18) within a Charter School System (CSS) in the southern United States. We used descriptive statistics, t-test and one-way ANOVA as our statistical tools. The findings revealed that teachers at the Charter Schools have a positive perception of the school culture within their respective schools. Teachers particularly favored professional development opportunities and collegial support in their respected schools. School size, grade span, and years of operation did not make significant differences in CSS's school culture except collegial support. Collegial support scores for the K-12 school was significantly higher than the 9-12 schools. (As Provided).
Anmerkungen	The European Educational Researcher. University of Seville Faculty of Education, Department of Teaching and Educational Organization, C/ Pirotecnia s/n 41013 Seville, Spain. Tel: +34-955-420590; Fax: +34-954-554306; e-mail: editor@eu-er.com; Web site: http://www.eu-er.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01