School climate collectively reflects the perspectives of school stakeholders in addition to influencing them. However, the existing body of knowledge regarding school climate does not clearly indicate to what extent the perception of distinct stakeholders affects the school climate. Despite the widely recognized impact of school climate on students, teachers, and parents; population’s current literature on school climate does not simultaneously address climate-related preferences in the three different populations. This study focused on examining the perceptions of these three groups regarding school climate across multiple educational constructs in order to produce a three-dimensional perspective on school climate, identify the strongest factors shaping those perceptions, gain a better understanding of school climate, and contribute to enhancing school climate policy in secondary education. The study adopted a quantitative research methodology under a positivist philosophical approach to investigate the variances in teacher, student, and parent perceptions based on nine educational constructs. Utilizing a comparative case study research design, a sample of 763 respondents from the three groups considered was selected from two school districts using purposive sampling technique. A survey was conducted in which participants provided primary data through a structured questionnaire. The research data obtained was analyzed descriptively and inferentially in which an analysis of variance (ANOVA) technique was utilized for inferential analysis. The results indicate the perceptions of students, teachers, and parents regarding school climate were significantly different across the nine constructs considered, which included achievement motivation, collaborative decision-making, equity and fairness, school leadership, order and discipline, school buildings, school parent relations, staff dedication to student learning, and staff expectations. Based on these findings, to make informed decisions regarding the school climate, it is essential to create policies focusing on all three stakeholder groups rather than making collective policies that may only work for a particular group. The findings presented inform further research and practice in the field of organizational culture and curriculum development.
|Commitee:||Dass, Subir, Hilden, Greg, Speace, Cynthia|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 81/5(E), Dissertation Abstracts International|
|Subjects:||Educational administration, Educational psychology|
|Keywords:||Human services, School leadership|
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