Browsing Educational Leadership, Administration, and Foundations by Subject "School environment."
Now showing items 1-2 of 2
Culture in Successful Title I Middle SchoolsThe purpose of this qualitative study was to investigate the culture of successful Indiana public Title I middle schools. This study examined differences in similar schools of poverty achieving adequate yearly progress as defined by No Child Left Behind. The study explored the cultural differences that allow for student success using middle schools with student populations from urban and rural areas. Schools at the middle level showing student success and growth as defined by adequate yearly progress should exhibit a school culture with a high degree of collaboration among the school staff. Schools showing little student growth or no student growth should show a somewhat negative relationship among staff which, to a degree, defines the school’s culture. Common themes which emerged from this study were clean and well-maintained building and grounds, school pride, school community trusts school, minimal turnover, traditions passed to younger staff, trust among staff, data guides instruction, and Title I not a label.
Principal leadership behaviors in school operations and change implementations in elementary schools in relation to climateThe two purposes of the study were to: (1) analyze the relationship between teacher perception of school climate and elementary principal instructional leadership behavoir, and (2) investigate the difference between the manner in which the principals of schools with more positive climates and principals of schools with less positive climates conduct school operations and implement change. Principles at 231 public elementary schools within a sixty mile redius of Terre Haute, Indiana were included in the original sample. These principals were surveyed to determine their instructional leadership behaviors. The priciples who responded to the survey were then asked to have ten teachers fill out a school climate inventory. The data from both instruments were tabulated and used to determine relationships between principals' instructional leadership behaviors and teacher perception of climate. On-site, structured interviews were conducted with three teachers and the principal in four of the elementary schools with more positive climate and four of th elementary schools with less positive climates. These interviews were used to determine the differences between the manner in which the principals of schools with more positive climates and principals of schools with less positive climates conduct school operations and implement change.Statistical analysis of the data included descriptive statistics, Stepwise regression, Independent Sample t-test, and Pearson product moment correlation. Significant correlational relationships were found between the principal's perceptions of instructional leadership behavior and teachers' perception of school climate. No significant difference were found in principals' perception of instructional leadership behaviors between principals of more positive and less positive climates. Principal instructional leadership behaviors explained a significant amount of the variance of seven of the teacher climate subscales. Also, important differences were found between the way day to day operationsl were conducted and change implemented in more positive versus less positive schools.