Date of Award
Doctor of Education (EdD)
School climate has a major impact on the school setting. In order to manage climate, it is essential to assess and understand the perceptions of teachers, students, and parents.
This study identified the differences between teachers, students, and parents relative to their perceptions concerning school climate at Suburban High. The instrument was the Organizational Climate Descriptive Questionnaire-RS (OCDQ-RS), a revision by Hoy and Clover (1986) of the original OCDQ by Halpin and Croft.
Data were used to develop an action plan for managing school climate at Suburban High. Data gained from this study were utilized to develop a practical plan that helps meet the needs of participants. The study allowed for creating recommendations to better manage the current climate. The findings provided baseline data for engaging in a continuous process of school improvement.
There were 26 statements indicated significant differences between teachers, parents, and students. Data indicated teachers believed administration was more supportive than did parents or students. Students perceived administration as more directive than did teachers and parents. Differences existed between teachers and parents in engaged and frustrated teacher behavior. Teachers perceived more frustrated behavior for themselves while students perceived teachers as engaged. Parents perceived administration as more supportive than did students. Students perceived teachers as more frustrated than did parents. However, the students also saw teachers as more engaged and intimate than parents.
Teachers with 0-5 years of experience perceived administration as complimenting and helping them. They perceived administration as supportive. Veteran teachers perceived administration as talking more than listening. These teachers perceived administration engaged in directive behavior. Only four statements indicated differences between teachers based on years of experience.
Parents who had more than three children attend Suburban High perceived teacher behavior to be frustrated more than did parents who had one child attend. These parents also perceived teacher behavior as more intimate. They perceived administration as directive in their behavior. Parents with only one child who has attended perceived the administration as supportive and that teachers were more engaged. They also believed that teachers were friendly with students more than parents who had three or more children attend. Differences between parents were minimal.
Steiner, Cory J., "Parent, Student, and Teacher Perceptions of School Climate at Suburban High" (2009). Theses and Dissertations. 875.