School culture develops as staff members interact with each other, the students, and the community. It becomes the guide for behavior shared among members of the school at large. School culture is a self-repeating cycle; culture is shaped by the interactions of the personnel, and the actions of the personnel become directed by culture (Hinde, 2004). The culture of a school can be a positive influence on student learning or it can inhibit the functioning of the school. Stakeholders in any environment prefer to be in a situation that is appealing and welcoming. When students attend school, the expectation is that it is a place where they like to be, a place that offers support and encouragement, and a place where physical comfort levels are optimal (MacNeil, Prater, & Busch, 2009). Research indicates school culture plays a significant role in educational reform efforts (Gruenert & Whitaker, 2015).
This study investigated how perceptions of teachers, support staff, and administrators affect school culture and academic achievement, and aimed to define how Social-Emotional Learning (SEL) impacts school culture. The data collected and the statistical tests performed included Correlations, a Mann-Whitney Test, and a One-way Analysis of Variance (ANOVA). The SCS-FF Open-ended responses were coded and synthesized, and interviews with six certificated employees were coded and categorized into nine themes divided into four meta-codes. Lack of implementation with fidelity and consistent progress monitoring of the PBIS program suggests that there is a lack of cohesiveness shared among staff members at XYZ K-8 School. Consistent expectations for all stakeholders, set forth by administration, emerged as imperative to program success and a positive school culture.
|Advisor:||Karge, Belinda D.|
|Commitee:||Collins, Deborah, Petit-Dinkins, Shawna|
|School:||Concordia University Irvine|
|School Location:||United States -- California|
|Source:||DAI-A 78/12(E), Dissertation Abstracts International|
|Subjects:||Behavioral psychology, Educational psychology|
|Keywords:||Positive behavior intervention and supports, School culture, School improvement, Social-emotional learning|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be