The role of the principal in school settings and the principal’s perceived effect on student achievement have frequently been considered vital factors in school reform. The relationships between emotional intelligence, leadership style and school culture have been widely studied. The literature reveals agreement among scholars regarding the principal’s vital role in developing and fostering a positive school culture. The purpose of this study was to explore the relationships between elementary school principals’ emotional intelligence, leadership style and school culture. The researcher implemented a non-experimental ex post facto research design to investigate four specific research hypotheses. Utilizing the Qualtrics Survey Software, 57 elementary school principals within a large urban school district in southeast Florida completed the Emotional Quotient Inventory (EQ-i), and 850 of their faculty members completed the Multifactor Leadership Questionnaire (MLQ Form 5X). Faculty responses to the school district’s School Climate Survey retrieved from the district’s web site were used as the measure of school culture. Linear regression analyses revealed significant positive associations between emotional intelligence and the following leadership measures: Idealized Influence-Attributes (β = .23, p = < .05), Idealized Influence-Behaviors (β = .34, p = < .01), Inspirational Motivation (β = .39, p = < .01) and Contingent Reward (β = .33, p = < .01). Hierarchical regression analyses revealed positive associations between school culture and both transformational and transactional leadership measures, and negative associations between school culture and passive-avoidant leadership measures. Significant positive associations were found between school culture and the principals’ emotional intelligence over and above leadership style. Hierarchical linear regressions to test the statistical hypothesis developed to account for alternative explanations revealed significant associations between leadership style and school culture over and above school grade. These results suggest that emotional intelligence merits consideration in the development of leadership theory. Practical implications include suggestions that principals employ both transformational and transactional leadership strategies, and focus on developing their level of emotional intelligence. The associations between emotional intelligence, transformational leadership, Contingent Reward and school culture found in this study validate the role of the principal as the leader of school reform.

Orientadores: Maria Ines de Freitas Petrucci dos Santos Rosa, Alice Ribeiro Casimiro Lopes / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-14T12:53:39Z (GMT). No. of bitstreams: 1 Eugenio_BeneditoGoncalves_D.pdf: 2015187 bytes, checksum: db4c2f904e8669f27e309a160c95ed85 (MD5) Previous issue date: 2009 / Resumo: Esta tese inscreve-se no âmbito dos estudos sobre políticas educacionais, mais especificamente as relacionadas ao campo do currículo. Trata-se de uma pesquisa sobre a política curricular para o ensino médio no Estado da Bahia. Apresentamos os resultados de uma investigação que objetivou compreender como se efetiva, no cotidiano escolar, através da prática pedagógica do professor, o processo de recontextualização das propostas curriculares para o ensino médio implementadas pela Secretaria de Educação do Estado da Bahia. Para isso, realizamos uma pesquisa de cunho etnográfico numa escola pública da rede estadual em Vitória da Conquista-BA. Os dados foram construídos a partir da análise de documentos da reforma nacional e estadual, documentos da escola, observações em sala de aula e entrevistas com a comunidade escolar (alunos, direção, professores). A análise baseia-se nos construtos teóricos de Basil Bernstein (recontextualização, regras do discurso pedagógico), Stephen Ball (ciclo de políticas) e de estudos da cultura da escola. Os resultados foram organizados em cinco capítulos. As considerações finais evidenciam a produção de micropolíticas curriculares no cotidiano escolar e a recontextualização das propostas governamentais. / Abstract: This thesis inscribes in the ambit of the studies about educational policy, more specifically the ones related to the curriculum field. It is about some research into the curricular policy for high school in the state of Bahia. We present the results of an investigation which objected to understand how it works, in the school daily activities, through the teacher's pedagogical practice, the process of recontextualization of the curricular proposals for high school implemented by the Secretariat of Education of the State of Bahia. So that could happen, we effectuated some research of ethnographical type in a public school of the state network in Vitória da Conquista-Ba. The data was constructed from the analysis of documents of national and state reformation, school documents, observations in the classroom and interviews with the school community (students, board of directors, teachers). The analysis is based in the theoretical constructs of Basil Bernstein (recontextualization, rules of pedagogical discourse), Stephen Ball (policy cycle approach) and studies of the school culture. The results were organized in five chapters. The final considerations signalize that, in the everyday life, the school produces curricular micropolicies and recontextualize the governmental proposals. / Doutorado / Ensino e Práticas Culturais / Doutor em Educação

Orientador: Maria Cristina Menezes / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T14:04:15Z (GMT). No. of bitstreams: 1 Philippi_CarolinaCechella_M.pdf: 2826277 bytes, checksum: ad4666351f02eefac051793b62b0400f (MD5) Previous issue date: 2015 / Resumo: Este trabalho teve por objetivo a comparação de duas instituições escolaresatravés de categorias de análise, analisando a forma como suas culturasescolares se constituem no interior de cada escola. O estudo se ocupou dedocumentos da Escola Isolada Modelo (anexa à Escola Normal Carlos Gomes - Campinas, São Paulo) no período que se estende entre 1937 e 1940, e daEscola Estadual Mista Desdobrada Vargem do Cedro (São Martinho, SantaCatarina) no período entre 1933 e 1944. Para tanto tomou como fontes documentos retirados dos arquivos escolares das duas instituições, entendidos aqui como excertos de seu patrimônio histórico educativo. São eles: 6 (seis)Livros de Chamada, 1 (um) Livro de Matrícula, 1 (um) livro de Registro Escolar pertencentes a Escola Estadual Mista Desdobrada Vargem do Cedro, 2 (dois) Livros de Chamada pertencentes a Escola Isolada Modelo. Tais documentos foram tomados como fontes para pesquisa e comparados segundo as seguintes categorias: materialidade das fontes, perfil discente e escritas marginais da docente. Estes documentos foram também tomados como objeto,sendo apresentada a forma de acesso e as condições de pesquisa nos diferentes arquivos. O estudo comparado das duas instituições escolares situadas no interior do mesmo país permitiu perceber a multiplicidade das culturas escolares em seu interior, bem como os diferentes modos de ação dos sujeitos de cada escola. A preocupação em mostrar diferentes formas de agir no interior das instituições permitiu perceber limites do movimento de padronização das instituições na época. Buscando evidenciar singularidades das diferentes escolas, foi possível apontar para contornos de inventividade e autonomia dos diferentes sujeitos a ocuparem os distintos ambientes escolares / Abstract: This master's dissertation aims at comparing two educational institutionsthrough categories of analysis by analyzing how their school cultures areconstituted within each school. The study's corpus consisted of documents ofthe Escola Isolada Modelo (which is next to Escola Normal Carlos Gomes - Campinas, Brazil) from 1937 to 1940 and Escola Estadual Mista Desdobrada Vargem do Cedro (São Martinho, Santa Catarina) from 1933 to 1944.Therefore, the documents taken from both schools' archives consisted ofresources, being defined here as excerpts of their educational historicalpatrimony. Which are: six (6) Attendance Books, one (1) Enrollment Book andone (1 ) School Registration Book that belong to the Escola Estadual MistaDesdobrada Vargem do Cedro¿s records, and two (2) Attendance Books fromEscola Isolada Modelo¿s records. These documents were used as sources forresearch and were also compared in accordance with the following categories:materiality of sources, student profile and the teacher's marginal writings. Thesedocuments were also taken as object, meaning that the way they wereaccessed and the research conditions were presented in different records. Thecompared study of both educational institutions located in the same countryallowed to understand the multiplicity of school cultures as well as the different subjects' ways of behaving in each school. The concern to show different waysof behaving within the institutions allowed to comprehend the limits of the standardization movement of the institutions at the time. By disclosing theuniqueness of the different schools, it was possible to point out the inventiveness boundaries and the autonomy of different subjects when occupying different school environments / Mestrado / Filosofia e História da Educação / Mestra em Educação

O presente trabalho tem como objeto de estudo o processo de transformação de um dos espaços externos de um Centro de Educação Infantil (CEI), do município de São Paulo o parque. A pesquisa teve como objetivo analisar de que modo a participação de diferentes sujeitos influenciaram na transformação do parque de um CEI tendo como perspectiva a ideia de lugar pedagógico, utilizando o conceito de lugar embasado por Frago e lugar pedagógico por Faria. A metodologia utilizada foi um estudo de caso Stake, sendo acompanhada a jornada diária dos sujeitos presentes do CEI, durante seis meses, e como fontes de dados foram considerados: Projeto Político Pedagógico de 2015; registros do Projeto Especial de Ação (PEA) de 2015; planta arquitetônica do pavimento térreo e do pavimento superior e outros documentos referentes à manutenção do prédio e áreas externas do CEI; diário de campo da pesquisadora; registros fotográficos; transcrição de reuniões do PEA, do Conselho de Escolas e entrevistas realizadas com professoras, diretora pedagógica, coordenadora pedagógica e famílias. A análise dos dados produzidos foi realizada à luz principalmente dos conceitos de espaço escolar e cultura escolar trazidos por Frago e Escolano. A investigação desenvolvida trouxe importantes evidências acerca da participação dos sujeitos na construção de seus lugares, entre elas: como profissionais do CEI e crianças criam soluções para driblar os obstáculos encontrados no projeto arquitetônico original; a ausência de uma interface do dia-a-dia de profissionais da educação e arquitetos; a importância do envolvimento da comunidade nos projetos do CEI; a presença dos diferentes saberes docentes (TARDIF) nas decisões que são tomadas pelo grupo de professoras; o impacto direto que a formação continuada em serviço pode ter na alteração dos espaços do CEI enquanto lugar pedagógico e a importância de envolver a criança em todas as etapas do planejamento dos espaços físicos em uma Pedagogia-em-Participação (OLIVEIRA-FORMOSINHO). / The present work has as object of study the process of transformation of one of the external spaces of a Center of Early Childhood Education (CEI), of the municipality of São Paulo the park. The research had as objective to analyze how the participation of different subjects influenced in the transformation of the park of a CEI having as perspective the idea of pedagogical place, using the concept of place based by Frago and pedagogical place by Faria. The methodology used was a Stake study of case, followed by the daily workday of the individuals present at the CEI, during six months, and as data sources were considered: Political Pedagogical Project of 2015; Special Action Project (PEA) 2015 records; architectural plan of the ground floor and upper floor and other documents referring to the maintenance of the building and external areas of the CEI; researcher\'s field diary; photographic records; transcription of PEA meetings, the Schools Council and interviews with teachers, pedagogical coordinator, pedagogical director and families. The analysis of the produced data was made mainly under the light of the concepts of school space and school culture brought by Frago and Escolano. The developed research has brought important evidence about the participation of the subjects in the construction of their places, for example: how professionals of the CEI and children create solutions to overcome the obstacles found in the original architectural project; the absence of a day-to-day interface of education professionals and architects; the importance of community involvement in CEI projects; the presence of different teachers\' knowledge (TARDIF) in the decisions that are made by the group of teachers; the direct impact that continuing in-service training can have on changing CEI spaces as a pedagogical place and the importance of involving the child in all stages of the planning of physical spaces in a Pedagogy-in-Participation (OLIVEIRAFORMOSINHO).

School districts face unique challenges as they implement social and emotional learning (SEL) initiatives, particularly when choosing or developing a high-quality scale to measure non-academic competencies. Like collaborations with the CORE school districts described by West, Buckley, et al. (2018) and the Washoe County School District described by Davidson et al. (2018), Alpine School District (ASD) partnered with Brigham Young University (BYU) to develop a scale (80 items) that reflected their Vision for Learning framework. In this pilot study, I describe the collaborative and iterative process used to develop a shortened version of the ASD Social and Emotional Well-Being Scale Beta Form A (23 items), which was administered to 461 secondary level students in the Spring of 2021. I implemented a relatively novel approach of comparing the results from exploratory structural equation modeling (ESEM) with target rotation with the results obtained from the more traditional confirmatory factor analysis (CFA) as a part of the iterative process. The scores of the resulting shortened version achieved acceptable fit (CFI = .97, TLI = .96, SRMR = .03, RMSEA = .06), high factor loadings (M = .80, SD = .09), high reliability indices by sub-scale (M = .94, SD = .03), and measurement invariance across gender and school level. I discuss insights that resulted from this novel approach in the development process, and make recommendations for its use, specifically in the field of SEL measurement. I end by encouraging the collaborative efforts between practitioners and researchers as a way of increasing capacities within districts, facilitating larger scale research, and ensuring the usefulness of findings.

This ethnographic case study investigated how school culture influenced teachers’ curriculum design and science instruction at an elementary magnet school with an espoused innovative ideology. Data was analyzed using a theoretical framework that emphasizes five interdependent school culture indicators. Findings suggest that the school’s culture hinders the effective teaching of science. Despite high levels of perceived efficacy from teachers and administrators, as well as generous lab space and materials to teach science, it was infrequently taught. Given a wide berth to plan their individual curriculums that aligned with distinct magnet philosophies, teachers regularly relied on innovative-looking science explorations as a substitute or inherently accepted the science amnesty provided by the curriculum and organization of the school.

A phenomenological research study was conducted to examine teacher perceptions of elementary principals’ behaviors affecting school culture and climate. The researcher gathered data from participant interviews. Participants were selected using purposeful sampling of teachers identified by their principals as meeting study criteria. The schools in which teachers were selected were also chosen using purposeful sampling based on superintendents’ perceptions of positive principal influence on school culture and climate. Data analysis provided insight to the researcher into the phenomenon being explored in this study. Teachers were asked to participate in an individual interview with the researcher and provide answers to open ended questions regarding their perceptions of their principals’ influence on culture and climate in the school. The findings of the study were aligned with the literature regarding principal influence on school culture and climate. There was a clear relationship between principal behaviors and positive school culture and climate based on teacher perceptions. Three themes emerged as common in the data including relationships, communication, and shared leadership.

The main aim of this thesis is to look at school as a place where children learn values con-nected with civil society. It tries to answer the question "How can schools prepare their students for participation in civil society with regard to values". This answer will be an-swered by studying of literature focused on this issue and by a research at chosen elemen-tary school. Design of research is taken from study of Klaassen and Huwae (2006) which has been done recently at Netherland elementary schools. There is no study like that in the Czech Republic and this thesis should bring basic information about this issue.

This is a qualitative study of how school culture in relation to student identity affects students’ academic performance, especially in a low-income community. The study was conducted in southern Malmö at an elementary school where 9th graders were given the opportunity to participate. Nine students answered a survey anonymously which I then analyzed using identity theory. My conclusions indicate that school culture does play a part in affecting students’ performance. The findings suggest that high performing students more strongly identify academically than low performing students. Finally, this research indicates that more studies on the topic need to be done. I hope this study contributes to a broader interest in how schools can create a culture where students become more motivated and performs better academically. Possible areas to further investigate would be how low performing students are included by schools and what actions schools take, or could take, to create an academic culture for all students.

Approximately half of the public schools in the United States require uniforms or a formal dress policy and many are intended to reduce discipline problems and improve school climate. A suburban school district in Georgia recognized that there was an increase in discipline problems in their schools that affected the school climate. In an effort to promote school safety and improve climate, stakeholders at a district campus adopted a uniform policy. The purpose of this survey study was to examine the differences in perceived school climate between a district campus with a uniform policy and a similar campus with no uniform policy. The theoretical framework of this study was based on Maslow's hierarchy of needs. The American School Climate Survey-Teacher Version was sent electronically to all teachers from the 2 study sites. The final sample included 62 respondents, 32 from the school with uniforms and 30 from the school without uniforms. Mann-Whitney tests were used to test for differences in survey responses between the 2 groups. The climate of the school that required uniforms was rated significantly higher on 14 of the 25 survey items, including safety, reduced bullying, and improved student learning. There were no differences between group scores for the remaining survey items. Implications for positive social change include providing the findings to the local site as an initial step in investigating school climate and the possible impact of school uniforms. With increased information, the study district can make more informed decisions regarding the use of school uniforms, which might improve safety, reduce bullying, and improve student learning in the district.