Attitudes Toward and the Influence of Vegetation on Elementary School Grounds in Virginia
Arbogast, Kelley L.
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This thesis is a result of a survey of elementary school principals at schools with grades kindergarten through 5th in Virginia to determine whether and how attitudes of principals influence vegetation levels on school grounds. The research also looked to find other contributing factors. Principalsâ educational backgrounds and age proved to be non-influencing factors. However, gender did influence school grounds with women being more likely to administer school grounds with fewer trees and tree plantings than men. Levels of tree vegetation and tree plantings proved to be highly influential in satisfaction with appearance of school grounds. Non-urban schools were more likely to have higher levels of vegetation than urban schools. Parental, service club, and local business involvement are linked together in respondentsâ satisfaction with each influencing the perception of the others. Analyses of these results can help groups target schools for grounds improvement projects. By understanding what effect principals have on their school grounds steps can be taken at the level of individual schools, school boards, and communities to help improve school grounds.
- Masters Theses