As the United States faces a critical teacher shortage, it is important to examine all factors that may contribute to the revolving door of teacher attrition. This study explored the climate of elementary schools to determine if there was a correlation between teacher attrition and school organizational climate. Three basic research questions were addressed: 1) Is there a relationship between school organizational climate and teacher attrition? 2) Is a change in campus leadership related to school organizational climate? 3) Is there a relationship between a change in campus leadership and teacher attrition? Thirty-seven elementary schools were examined in terms of their individual teacher attrition rates and their climate survey scores. The data utilized in this study came from one school district's climate survey and teacher attrition rates for the 2000-2001 school year. The findings of this study indicate that factors of organizational climate may predict teacher attrition rates. Specifically, instructiona support may be related to teacher attrition. Major components of instructional support include principal behaviors, respect for teaching and learning, and communication with administrators. Teacher attrition was not related to principal experience. Also, principal experience was not related to factors of school organizational climate.

The purpose of this purposive qualitative study was to examine the perceptions of school community relationships of preschool parents, preschool teachers, and elementary administrators. In this purposive study, participants were chosen based on predetermined characteristics (Shenton, 2004). Parents from varying levels of academic and socioeconomic backgrounds, as well as their level of parental involvement, were included in this study to eliminate bias. The following themes emerged through coding and transcribing data: the family aspect at school; positive perception of principals; positive perception of teachers; open lines of communication between home and school; opportunities for parent involvement; the expectation of parent involvement; support school community relationships; promote a positive school climate; encourage open lines of communication; and provide activities for parent involvement. This qualitative study also looked at factors that facilitated and inhibited relationships. Factors that emerged in facilitating relationships were good communication, appreciation for involvement opportunities, one-to-one parent teacher meetings, being open to parents, and establishing positive relationships. Factors that may inhibit relationships were socioeconomic barriers and communication and transportation issues.

This qualitative case study explores student, parent, and teacher perceptions of school racial climate and its impact on students’ academic and personal lives at a charter middle school in South Los Angeles. The study also explores teacher handling of the impact of racial tensions at this school with a majority Latin@ student enrollment and a predominantly Black teaching staff. School climate refers to the perceived quality of interpersonal interactions among teachers, students, staff, and parents. A positive school climate is associated with increased academic achievement and decreased disciplinary problems. Conversely, schools wrought with interethnic conflict or a poor racial climate divert focus and resources away from student learning and toward chronic disciplinary problems and teacher attrition. This case study demonstrates how Black administrators handled displacement by a large immigrant Latin@ population by instituting a system of Black privilege to protect political and economic space. The massive immigration of Latin@s offered a critical opportunity for coalition building with Blacks. However, a competition-based framework emerged, rendering this case study a microcosm of missed opportunity in South Los Angeles and beyond.

v anglickém jazyce ABSTRACT This thesis aims to analyze and describe how the cooperation of pedagogical workers in selected a Little Class School, how cooperation works in practice. The theoretical part deals mainly with characteristic of Little Class school in the Czech republic, further focuses on teacher's personality, on the school climate and its environment where pedagogical employees work together. In the last chapter of theoretical part, cooperation as a topic is mentioned. It defines the basic concepts that are related to cooperation between educators. These concepts include Little Class school, teacher personality, professional development, climate and school environment, cooperation. In the theoretical part, cooperation between teacher and teaching assistant is also mentioned. The empirical part of the thesis contains a case study of a selected a Little Class school and how the cooperation takes place at this school. In the diploma thesis, these collection methods were used: observation, interview and questionnaire. Following is an analysis of the data collected and an assessment of the situation. This research showed interesting results. In the empirical part of diploma thesis are used knowledge from the theoretical part. KEYWORDS school climate, teaching staff, school management,...

California is experiencing a massive teacher shortage, and urban schools are disproportionately affected by it negatively. Retention efforts to date have not included strategies to address Compassion Fatigue (burnout and secondary trauma) teachers experience when working with traumatized students at urban schools. This dissertation explores whether Compassion Fatigue is an unaddressed reason for teacher attrition at urban schools. A mixed method practical action research approach using the Professional Quality of Life Scale Version Five (ProQOL 5) and qualitative interviews, portions of which were turned into illustrative vignettes drove the exploration. Approximately 114 teachers completed the ProQOL 5. Statistical analysis of the ProQOL 5 results showed that female teachers experience more compassion fatigue than male teachers; compassion fatigue is more acute with beginning teachers than with veteran teachers; and that teachers working at high-poverty schools experience statistically significant differences in compassion satisfaction and fatigue than teachers at low poverty schools. Correlation tests revealed statistically significant relationships between compassion fatigue and the school’s racial demographics even when controlling for the socioeconomically disadvantaged status of the school and teacher ethnicity. Linear regression models showed that the percentage of African American students in the school is a statistically significant predictor of compassion fatigue. Qualitative interview analysis showed that secondary trauma from students is not the only trauma teachers are experiencing, and that school climate and conditions matter when attempting to retain teachers. In the final phase of the action research, a policy brief was developed through a collaborative and iterative process, based both on the findings and engagement with stakeholders. If California is serious about producing and retaining high-quality teachers at all urban schools,’ efforts to mitigate compassion fatigue should be undertaken immediately.

There is an abundance of research on chronic absenteeism as well as the multi-tiered system of support (MTSS) approach, specifically the element of positive behavior intervention strategies (PBIS), at the elementary school level. A clear understanding of MTSS and PBIS at the high school level and how those approaches may impact chronic absenteeism of high school students is lacking in the recent research. The literature review provided the reader with an overview on PBIS and chronic absenteeism through the theoretical lens of Cooper’s (1982) Applied Behavior Analysis (ABA) theory and explained the influence that PBIS has on chronic absenteeism at the elementary school level. The argument supporting utilizing successful policies already in place to address chronic absenteeism at the high school level is presented. This study identifies PBIS within the current research, as a means to understand how these promising practices may support improved attendance for the chronically absent high school student. The research suggests that positive behavior intervention strategies have tangentially decreased chronic absenteeism by reducing suspension rates at the elementary school level. This study sought to understand how effective, evidence-based positive behavior intervention strategies (PBIS), which have addressed and improved challenging student behavior schoolwide, can be repurposed to combat the causes associated with chronic absenteeism at the high school level. The causes associated with chronic absenteeism at the high school level fall into four categories termed school, family, environmental and personal. The objective of this quantitative program evaluation study was to evaluate the PBIS interventions that a local, small public high school used for targeted chronically absent high school students to see if their chronically absenteeism rate decreases. This study hypothesizes that the PBIS approach to behavior intervention can successfully transfer to decrease chronic absenteeism at the high school level. Additionally, this study discusses the extent to which results may be generalized to high school students across school districts. The results of this research study affirm the research questions that PBIS strategies can be repurposed to address chronic absenteeism at the high school level and having an effective attendance intervention program can improve attendance rates between and within attendance tiers in high school students, resulting in reduced chronic absenteeism. The most effective tier in improving attendance rates and reducing chronic absenteeism was both Tier 3 and Tier 4, with each tier resulting in 50% of participants increasing their attendance rates and reducing chronic absenteeism.

This study used a phenomenological design to discover how middle school teachers in northern California perceived the effectiveness of Positive Behavioral Interventions and Supports (PBIS) in improving school climate and lowering office discipline referrals. PBIS is a school-wide initiative implemented in schools across the United States as an approach for addressing discipline and promoting a positive school climate. The researcher examined teacher perceptions on effectiveness of PBIS at the middle school level. The district implemented PBIS to align with district initiatives to lower exclusionary discipline practices (office referrals, suspensions, and expulsions) for students, with an emphasis on African American males, students with disabilities, and foster youth. The study used transformative learning theory and teacher self-efficacy to guide the research. The overarching research question explored was: What are middle school teachers’ perceptions about the effectiveness of PBIS? Data were collected from individual semi-structured open-ended interviews; concern statements; and examination of the trends of suspension, expulsion, and office discipline referrals pre-PBIS and post-PBIS. Data analysis revealed that all participants used positive terms to describe their school’s climate. Participants also experienced shared benefits and barriers when discussing PBIS in their school settings. The results of this study support PBIS in middle schools and addressed barriers. The results could be used to guide the decision-making process of those responsible for PBIS at the local school district level as well as at the individual school and classroom levels.

This diploma thesis deals with the school climate in the context of pupils with different mother tongues and the process of integrating pupils with different mother tongues into the school. The practical research examines a specific Prague primary school, which is attended by a large number of pupils with different mother tongues, and the school has therefore long-term been involved in the integration and education of pupils with different mother tongues. The aim of the thesis is to describe the process of integration and to monitor the support in education and adaptation of pupils with different mother tongues. The aim of the thesis is to find out what help is beneficial for these pupils and also to find out what is the view of teachers, parents and pupils of a specific school on the presence of pupils with different mother tongues in the school. The empirical part of the work uses methods of quantitative and qualitative research. The research was conducted using the interview method with the coordinator of pupils with different mother tongues and selected pupils with different mother tongues. A questionnaire survey was conducted among teachers, pupils and parents at the school. The questionnaire was distributed to parents in Czech, Chinese and Vietnamese. Based on the research results, specific...

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The purpose of this quantitative study was to determine if there is a significant relationship between student achievement and teacher perceptions of school climate. An additional purpose of this study was to determine if there is a significant difference in teacher perceptions between Title 1 and non-Title 1 schools. The final purpose of this study was to determine if there is a significant difference in teacher perceptions of school climate among the schools according to overall student achievement. A series of Spearman’s Correlation analyses were used to analyze data to determine if there was a significant relationship between TVAAS composite scores and teacher perceptions of school climate. A series of independent t-tests were used to determine if there was a significant difference in teacher perceptions of school climate between Title 1 and non-Title 1 schools. Finally, a series of one-way analysis of variance (ANOVA) were conducted to evaluate the relationships among teacher perceptions of school climate and TVAAS composite scores. The data that were analyzed included TVAAS composite scores of elementary students from the Tennessee Comprehensive Assessment Program (TCAP), Title 1 and non-Title 1 school status, and data concerning school climate that were provided by licensed elementary teachers on the annual statewide educator survey administered by the Tennessee Department of Education in 205 elementary schools across Tennessee. The results of this study revealed, there was a significant difference in teacher perceptions of engagement between Title 1 and non-Title 1 schools. The results also revealed, there was a significant difference in the means of teacher perceptions of environment between schools that scored 2 and 3 on TVAAS. In general, teachers in non-Title 1 schools had a significantly more positive perception of engagement and environment than teachers in Title 1 schools. In addition, schools with TVAAS composite scores of 3 scored significantly lower than schools with TVAAS scores of 2 on the measure of perception of school environment.