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The effect of a principal's leadership on school climate and instructional organization seems apparent to parents and teachers. However, there is little evidence that a principal's leadership has a direct measurable effect on student achievement. Maehr's (1990) causal model, that ties school culture to student motivation and student motivation to student achievement, and Heck's (1990) structural equation model, that relates instructional leadership to student achievement, were the basis for posing relationships among professional treatment of teachers, school climate, instructional organization, and student achievement. A professional treatment index, derived from highly correlated school climate variables, was used to separate elementary schools in Virginia Beach, Virginia, into four groups. Analysis of variance, followed by Duncan's new multiple range test, indicated that the academic achievement of students was significantly higher in the schools where teachers recorded the highest levels of professional treatment than in schools where teachers recorded the lowest levels of professional treatment for three of the four years studied. Focus-group interviews at schools recording high levels of professional treatment enabled teachers to describe how their principals treated them. Key attributes of treatment were trust and confidence, a comfortable and caring environment, professional and personal respect, delegation of decision making, no fear of taking risks, listening, support, high expectations, and encouragement and praise. By emulating the attributes described as professional treatment by teachers, principals may influence student academic achievement. / Ed. D.

The No Child Left Behind (NCLB) Act of 2001 was established to improve student achievement among all public school students. To accomplish this goal, this federal mandate requires each state to establish the seven set priorities under NCLB. In addition, each state is required to establish and report their accomplishments and failures annually. One priority listed under NCLB required that all public schools establish a safe learning environment for students, school staff, and parents (U.S. Government, 2001). Some researchers have identified a high frequency of student discipline incidents, resulting in high suspension and expulsion rates, as a negative constuct that hinders teachers from establishing a nurturing learning environment. As a result, students are unable to develop the skills they need to successfully pass their state-wide assessment test (Howard et. al., 1987; Hernandez & Seem, 2004). Therefore, this study was designed to determined if there is a relationship between incidents of student discipline and student achievement across public school districts in Maryland, New Jersey, Pennsylvania, and Virginia. For the purpose of this study, a hierarchical clustering analysis was used to create five clusters of school divisions (N=1,108) within the four states according to similiarities. To accomplish this task, a data matrix was created, which contains data of the total number of incidents for disorderly conduct, weapon violations, substance abuse, and violence; the number of students receiving free and reduced lunch; and the number of students by race/ethnicity for each school district within the four states. The findings indicate that there is a relationship between incidents of student discipline and student achievement among the four states. / Ph. D.

Researchers and reformers have suggested that school climate is an important aspect of effective schools (Hoy & Hannum, 1997, p. 290). Literature also suggests that effective schools have a positive school climate (Chrispeels, 1990). The purpose of this study is to determine if the climate of schools affects the student achievement in school divisions in the Commonwealth of Virginia. The construct study conducted herein relies exclusively upon data collected by the Virginia Department of Education (VDOE) and reported in the Discipline, Crime and Violence Incidents annual report (DCVI), the Free and Reduced Lunch report, and the Truancy report to form a climate index (CI). A Hierarchical Cluster analysis was used to determine relationships between school division climate, as measured by the CI, and student achievement, as measured by the Virginia Standards of Learning (SOL) Tests, in school divisions in the Commonwealth of Virginia. Based on the CI, there is a relationship between school division climate and student achievement in English/reading, mathematics, history/social science, and science in the Commonwealth of Virginia. Moreover, incidents of disorderly conduct combined with the number of students who receive free and reduced lunch are the best predictors of student achievement. / Ed. D.

Numerous researchers have argued early adolescent behavior patterns are among the best predictors of later achievement and social-psychological adjustment outcomes. In the current study, a secondary data analysis was conducted to determine the extent to which four prosocial behaviors (cooperation, assertiveness, self-control and prosocial behaviors toward peers) and two forms of aggression (overt and relational) influence academic performance (as indexed by GPA and standardized achievement scores). Additionally, the potential moderating role of two school environment variables (perception of school climate and teacher bonding) were also considered in order to further examine the social-emotional environment of middle schools. Examining concurrent relations between grade 5 social behaviors and academic performance revealed all four forms of prosocial behavior were positively related to higher academic performance. Predictive relations between grade 6 social behaviors and academic outcomes at grade 9 indicated that of the four prosocial behaviors and two forms of aggression, cooperation alone predicted the likelihood of later academic achievement. Finally, it was hypothesized that prosocial behaviors, perception of school climate and teacher bonding would serve as moderators between aggression and academic performance; however, this prediction was unsupported. By drawing attention to the limited typology employed in studying prosocial behavior, as well as the methodological challenges that arise when examining these behaviors during adolescence, the hope is to spur research geared towards a more comprehensive understanding of prosocial development. / Master of Science

When students perceive their surroundings as being safe and comfortable, they can concentrate on higher order tasks such as learning (Bowen et al., 1998); a perception of safety is a "basic requirement" for academic success (Hernandez, Floden, and Bosworth, 2010). The purpose of this qualitative study was to identify building features that affect the safety perceptions of high school students and teachers, from one school district in rural Virginia. The study employed aspects of the methodology used by Biag (2014) in the study 'Perceived School Safety: Visual Narratives from the Middle Grades'. Comparisons were drawn between the areas and characteristics that influence the safety perceptions of students and teachers. This study was conducted in one high school (N=14) in rural Virginia. All findings and suggestions were shared with the school and district participating in order to assist with future improvements in their safety practices. Results show windows, lighting and accessibility to be among the most common items influencing perceptions of safety. Items such as cameras and proximity to administration were discussed the least for their influence. / Ed. D. / When students feel as though their surroundings are safe and comfortable, they can concentrate on learning (Bowen et al., 1998); a sense of safety is a “basic requirement” for academic success (Hernandez, Floden, & Bosworth, 2010). The purpose of this qualitative study was to identify building features that affect the safety perceptions of high school students and teachers, from one school district in rural Virginia. The study was inspired by Biag’s (2014) study ‘Perceived School Safety: Visual Narratives from the Middle Grades’. The current study sought the opinions of students and teachers from one high school (N=14) in Rural Virginia. Comparisons were drawn between the areas and characteristics that shape the safety perceptions of students and teachers. All findings and suggestions were shared with the school and district participating in order to assist with future improvements in their safety practices. Results show windows, lighting and accessibility to be among the most common items influencing perceptions of safety. Items such as cameras and proximity to administration were discussed the least.

The central point of this thesis is the matter of school climate. The text seeks to cover the important features of this phenomenon and to set its theoretical framework. The thesis itself consists of two main parts: theory and research. To understand school climate we cover the terminology in the first chapter of the theoretical part. The second chapter goes into deeper details of school climate such as its structure and effects. In the third chapter, we take a closer look at salient features and factors impacting school climate. Of these features, students and teachers are the most important elements contributing to the school climate and as such are covered most extensively. The last chapter discusses various criterions to assess the pattern of the school climate. The research section is centered around an opinion survey focused on school climate perception from the standpoint of students, teachers, and parents conducted in smaller city high schools. Next to the description of climates observed, the research also compares the key indicators as well as the views of the survey participants.

This study explored the school climate of adult basic education centres by investigating the extent to which these education centres showed evidence of control, staff cohesiveness, physical resources, and safe and orderly environment. The study was inspired by a lack of school climate studies that focused on adult basic education centres as many school climate studies had concentrated on investigating the school climate of primary and secondary schools. The broad research question which was addressed in the research study was: ‘What is the nature of the school climate of adult basic education centres as perceived by educators?’ The participating educators were randomly selected and a survey – in the form of a questionnaire – was administered. The questionnaire comprised the four scales mentioned above. The items from the four scales were validated through the use of both face and content-related validity procedures. Face validity was ensured through pre-testing. Content validity was achieved through expert review of the items used. The extent to which these items could be included as part of a scale was further explored by means of reliability analysis whose acceptable coefficient alpha was benchmarked at 0.65 and above. Reliability was used to explore the reliability of the questionnaire. The aspect of reliability used for this purpose was analysis of internal consistency. The main purpose was to ascertain whether all the items used in the four scales collectively measured the construct school climate. For example, the reliability analysis for the variable control had 0.79 as its coefficient alpha whilst the reliability analysis for the variable staff cohesiveness, physical resources and safe and orderly environment had 0.76, 0.89, 0.84 as corresponding coefficient alpha respectively. This implied that most items within the four scales measured the construct control, staff cohesiveness, physical resources, safe and orderly environment as part of the construct school climate. Furthermore, the coefficient alphas of these four scales compared well with the overall coefficient alpha of 0.84 for this study, which further implied that each of the scales had an immense contribution in the measurement of the construct school climate. Based on the scale rubric designed for the variable control (high score 28-21: moderate score 20-14; low score 13-0), the results from the analysis indicated that the centres under review had a fair level of control mechanisms in place as in all these centres the mean score varied between 23 and 25. On the basis of the scale rubric devised for staff cohesiveness (high score 32-24; moderate score 23-16; low score 15-0), it was also revealed that the majority of the centres had evidence of staff cohesiveness, as no low score was recorded for in most cases the mean score revolved between 22 and 25. Although, the results further indicated that there was an average degree of physical resources in most centres, it also became clear that not all centres had the same level of physical resources at their disposal as the majority of the centres had a mean score that fluctuated between 18 and 33. The scale rubric for physical resources was: between 40-30 for high score; between 29-20 for moderate score and between 19-0 for low score. Finally, the mean score for the variable safe and orderly environment alternated between the minimum mean score of 17 and the maximum mean score of 21. Based on the latter mean scores, it became clear that the majority of the centres had a safe and orderly environment level that fell within the moderate score category (between 20-14) whilst the remaining two centres had a high score category (between 28-21) and no centre had a low score category (between 13-0). / Dissertation (MEd)--University of Pretoria, 2008. / Curriculum Studies / unrestricted

The diploma thesis assesses the effectiveness of selected forms of care for classroom climate. The theoretical part of the thesis deals with class and school climate and explains what factors influence them positively. It describes the risky periods and situations at the primary school, in which the pupil's adaptation problems may occur. Shows adaptation programs as a form of care classroom climate. The practical part investigates how two concrete schools react to risk periods and situations at the primary school and how do they try to prevent adaptation problems. It also includes the action research on the process of creation, implementation and reflection of adaptation stays for pupils of the third and first year of primary school. It presents the observation of two adaptation programs in two different primary schools. In interviews with teachers from both primary schools surveyed summarizes how teachers perceive the impact of climate adaptation programs in classrooms. It deals with activities in adaptation programs that focus on cooperation between pupils. At the end of the practical part there are methodological instructions for the preparation of adaptation programs for beginning teachers. KEYWORDS class climate, school climate, adaptation programe, positive school climate, class climate care

This study was a non-experimental research which has been conducted in Shanghai, China. It aims to explore the relationship between the Shanghai elementary school climate and the level of faculty trust as well as to investigate whether the Shanghai elementary school climate can predict the development of faculty trust. Thirty elementary schools of 726 teachers in Jiading District of Shanghai have participated in this study. Each teacher completed a questionnaire with two measurements: School Climate Index (SCI) and Omnibus Trust Scale (OTS). Both have been translated, revised and tested for reliability and validity in a pilot study in order to better and more accurately measure school climate and faculty trust of the Chinese elementary schools in Shanghai. The criterion variable, faculty trust, was measured from three dimensions: faculty trust in principal, faculty trust in colleagues and faculty trust in clients (parents and students). The predictor variable is the Chinese elementary school climate which has three constructs: collegial leadership, teacher professionalism and academic press. The control variables are school types and faculty's employment type. Results of this study indicated that faculty trust is positively related to all dimensions of Chinese elementary school climate. Despite of different school types and different faculty employment types, each kind of faculty trust has the same set of school climate predators.