by Frank Wai-ming Tam. / Questionnaires in Chinese. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 192-210). / ACKNOWLEDGEMENT --- p.i / TABLE OF CONTENTS --- p.ii / LIST OF TABLES --- p.v / LIST OF FIGURES --- p.vii / ABSTRACT --- p.viii / CHAPTER / Chapter 1 --- INTRODUCTION / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- Purpose of the Study --- p.5 / Chapter 1.3 --- Significance of the Study --- p.6 / Chapter 2 --- REVIEW OF LITERATURE / Chapter 2.1 --- Introduction --- p.8 / Chapter 2.2 --- School Organization --- p.8 / Chapter 2.2.1 --- School Organization as a Social System --- p.9 / Chapter 2.2.2 --- The School Organization and its Environment --- p.12 / Chapter 2.2.3 --- Conceptualization of School Environment --- p.19 / Chapter 2.2.4 --- Elements of School Environment --- p.28 / Chapter 2.2.5 --- Conclusion --- p.65 / Chapter 2.3 --- Leadership Behavior --- p.67 / Chapter 2.3.1 --- Definition of Leadership --- p.68 / Chapter 2.3.2 --- Approaches to Leadership --- p.69 / Chapter 2.3.3 --- Conceptualization of Leadership Behavior --- p.77 / Chapter 2.3.4 --- Conclusion --- p.80 / Chapter 2.4 --- Teacher Performance --- p.81 / Chapter 2.4.1 --- Conceptualization of Teacher Efficacy --- p.82 / Chapter 2.4.2 --- Teacher's Use of Time --- p.84 / Chapter 2.4.3 --- School Environment and Teacher Performance --- p.85 / Chapter 2.4.4 --- Conclusion --- p.87 / Chapter 2.5 --- Student Performance --- p.89 / Chapter 2.5.1 --- Conceptualization of Learning Efficacy --- p.89 / Chapter 2.5.2 --- Academic Outcome --- p.90 / Chapter 2.5.3 --- School Environment and Student Performance --- p.91 / Chapter 2.5.4 --- Teacher Efficacy and Student Performance --- p.92 / Chapter 2.5.5 --- Conclusion --- p.94 / Chapter 2.6 --- Summary --- p.94 / Chapter 3 --- THEORETICAL FRAMEWORK / Chapter 3.1 --- Introduction --- p.96 / Chapter 3.2 --- School Environment --- p.96 / Chapter 3.3 --- Leadership Behavior --- p.101 / Chapter 3.4 --- Teacher Performance --- p.102 / Chapter 3.5 --- Student Performance --- p.103 / Chapter 3.6 --- School Environment and Leadership Behavior --- p.103 / Chapter 3.7 --- School Environment and Teacher Performance --- p.104 / Chapter 3.8 --- School Environment and Student Performance --- p.106 / Chapter 3.9 --- Teacher Performance and Student Performance --- p.106 / Chapter 3.10 --- Summary --- p.107 / Chapter 3.11 --- Research Questions --- p.109 / Chapter 4 --- METHODOLOGY / Chapter 4.1 --- Introduction --- p.110 / Chapter 4.2 --- Definitions --- p.110 / Chapter 4.2.1 --- School Environment --- p.110 / Chapter 4.2.2 --- Principal's Leadership Behavior --- p.112 / Chapter 4.2.3 --- Teacher Performance --- p.113 / Chapter 4.2.4 --- Student Performance --- p.113 / Chapter 4.2.5 --- School Contextual Factors --- p.114 / Chapter 4.3 --- Null Hypotheses --- p.115 / Chapter 4.4 --- Survey Instrument --- p.116 / Chapter 4.4.1 --- The Psychometric Properties of the Survey Instruments --- p.118 / Chapter 4.5 --- Sampling Method --- p.124 / Chapter 4.6 --- Statistical Tool --- p.126 / Chapter 4.6.1 --- The Multi-level Model --- p.127 / Chapter 4.7 --- Limitations of the Study --- p.132 / Chapter 5 --- RESULTS AND DISCUSSIONS / Chapter 5.1 --- Introduction --- p.134 / Chapter 5.2 --- Descriptive Statistics --- p.134 / Chapter 5.2.1 --- Contextual Information About the Schools --- p.135 / Chapter 5.2.2 --- Demographic Information of Teachers and Students --- p.136 / Chapter 5.2.3 --- Descriptive Statistics of the Variables and Scales --- p.139 / Chapter 5.2.4 --- Summary --- p.142 / Chapter 5.3 --- Characteristics of School Environment --- p.144 / Chapter 5.3.1 --- Correlations among Environment Variables --- p.144 / Chapter 5.3.2 --- Relationship between School Environment and School Context at the School Level --- p.149 / Chapter 5.3.3 --- Summary --- p.154 / Chapter 5.4 --- Relationship between Teacher Performance and Student Performance at the School Level --- p.155 / Chapter 5.5 --- School Environment and Teacher Performance --- p.157 / Chapter 5.5.1 --- Multi-level Analysis of Teacher Performance --- p.157 / Chapter 5.5.2 --- Multi-level Analysis of School Environment and Teacher Performance --- p.159 / Chapter 5.5.3 --- Summary --- p.162 / Chapter 5.6 --- School Environment and Student Performance --- p.164 / Chapter 5.6.1 --- Multi-level Analysis of Student Performance --- p.164 / Chapter 5.6.2 --- Multi-level Analysis of School Environment and Student Performance --- p.166 / Chapter 5.6.3 --- Multi-level Analysis of School Environment and Student Performance by Controlling Personal Factors --- p.170 / Chapter 5.6.4 --- Summary --- p.181 / Chapter 6. --- CONCLUSIONS AND IMPLICATIONS / Chapter 6.1 --- Conclusions --- p.183 / Chapter 6.2 --- Implications --- p.186 / BIBLOGRAPHY --- p.192 / APPENDICES / Chapter A. --- Survey Instrument --- p.211 / Chapter B. --- Reliability and Factor Analysis of Scales --- p.218

The purpose of the study was to compare the school climate in three secondary schools whose personnel had gone through a formalized group planning process with the school climate in three secondary schools whose personnel had not participated in a formalized group planning process. The certificated staffs of the three secondary schools which had completed the formalized group planning process were identified as the intervention group. The certificated staffs of the three secondary schools which had not participated in the formalized group planning process were identified as the control group. The intervention group and control group were chosen on the basis of similar student populations.The certificated staffs of the six schools responded to the abridged Discipline Context Inventory. Data from the instrument provided an overall school climate score as well as scores for eight subfactors within school climate.Nine null hypotheses were formulated. The null hypothesis regarding overall school climate was tested using the Hotelling T2 statistic. Eight null hypotheses relating to each of the subfactors of the instrument were tested using a t-test statistic. All tests used the .05 level of significance. The null hypothesis for the overall school climate was rejected. There was a significant difference in overall school climate between the two groups. The control group had the higher overall school climate score. No significant difference existed between the two groups on five subfactors: problem-solving and decision-making; distribution of authority and status; student belongingness; curriculum and instructional practices; dealing with personal problems. The hypotheses for three subfactors were rejected. The control group scored significantly higher in the subfactor developing and implementing rules. The intervention group scored significantly higher in the subfactors relationships with parents and other community members and physical environment.

Thesis (M. Arch.)--University of Hong Kong, 2001. / Includes special study report entitled: Environmental psychology. Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vii, 128 p. Vita. Includes abstract. Includes bibliographical references (p. 94-112).

Previous research suggests that young children expect individuals who are members of the same social group (e.g., race, gender) to have warmer and closer relationships than individuals who are members of different social groups. Such an expectation may act as a barrier to academic achievement for children assigned to cross-race teachers, particularly during kindergarten. To investigate the effect of student-teacher relationships on academic achievement, kindergarten students (N = 70; 27 European American, 14 African American, 25 Latino, 4 Asian American) were assigned to a teacher who was depicted as having either warm cross-race (experimental condition) or warm same-race (control condition) relationships. The consequential effects on students’ perceptions of the their student-teacher relationship quality and school performance was examined. Results indicated that students who viewed a presentation emphasizing their teacher’s positive same-race relations, and who were paired with a same-race (but not cross-race) teacher, perceived closer, more supportive relationships with their teachers than their peers. Similarly, African American and Latino students who viewed a presentation emphasizing positive same-race relations perceived closer relations with their teachers than their European American and Asian American peers. Overall, students who viewed a presentation emphasizing positive cross-race relations showed better work habits in the classroom. Unexpectedly, the experimental manipulation was ineffective at countering children’s explicit beliefs about others’ racial biases. Potential implicit mechanisms of change in perceptions of the student-teacher relationship are discussed. / text

This study focuses on students’ perceptions of the characteristics of quality teachers. A total of 448 students enrolled in high performing schools in 10 mostly urban school districts participated in focus group interviews during which groups of students in elementary, middle school, and high school were presented with the question, “What are the characteristics of quality teachers?” Student responses were recorded and analyzed using the three steps of Grounded Theory. Six characteristics of quality teachers emerged from the data. Student responses for each subgroup (elementary, middle school, and high school) were analyzed to determine the prevalence of each emergent characteristic among and between subgroups; each characteristic was then compared between subgroups to isolate intersecting and salient characteristics. Emergent characteristics were cross referenced to existing research on quality teacher traits to identify congruent as well as emergent descriptions of quality teachers. The goal of this study was to illuminate students’ voices by bringing their perspectives into the discourse of what constitutes quality teaching. / text

Thesis (Ed. D.)--Washington State University, May 2008. / Includes bibliographical references (p. 125-132).

Thesis (M.Ed.Leadership)--University of Waikato, 2007. / Includes bibliographical references (leaves 82-88) Also available via the World Wide Web.

Thesis (Ed. D.)--Washington State University, May 2008. / Includes bibliographical references (leaves 125-132). Also available via the World Wide Web.

Thesis (Ph. D.)--University of Toronto, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2254. Includes bibliographical references (leaves 341-349).