A Comparative Study of School Climate in Select Elementary Schools From One School Division in Virginia With Varied Title I and Accreditation Statuses
Isbell, Angela Lake
MetadataShow full item record
The purpose of this study was to compare school climate in a sampling of four Title I and four Non-Title I elementary schools in one school division in Virginia with varied accreditation statuses. The Organizational Climate Descriptive Questionnaire-Revised Elementary (OCDQ-RE), created by Hoy (1990) was utilized to measure school climate. The OCDQ-RE questionnaire were handed out during a regularly scheduled faculty meeting at each of the eight schools selected for the study. Of the 255 surveys that were distributed collectively, 165 participant surveys were collected for a return rate of 65%. In measuring school climate, the mean and standard deviation were computed for each of the six subtests of school climate: Supportive Principal Behavior, Directive Principal Behavior, Restrictive Principal Behavior, Collegial Teacher Behavior, Intimate Teacher Behavior, and Disengaged Teacher Behavior. These subtests were combined to determine teacher openness, principal openness and overall school climate. Descriptive and inferential statistics did not reveal significant differences in principal openness, teacher openness or overall school climate in schools of varying Title I and accreditation status. However, descriptive and inferential statistics revealed differences in component subtests of the OCDQ-RE. Specifically, a comparison of the standardized mean scores for each subset based on Title I status and accreditation status revealed some variations. Using inferential statistics, significant differences were found among school climate in the areas of supportive principal behavior, restrictive principal behavior and intimate teacher behavior.
- Doctoral Dissertations 
Showing items related by title, author, creator and subject.
The perceptions of public school principals from schools of different levels of quality about the influence that desegregation, supplementary financial assistance, magnet school thematic activities, and increased educational opportunities have on the quality of education in schools Lerch, David K. (Virginia Tech, 1994-11-15)This case study determined whether there was a difference in perceptions among principals from different quality schools about the influence desegregation, supplemental financial assistance, magnet thematic activities, and ...
Is School Size Important? A Study of the Relationship Between School Size and Advanced Achievement in Public Secondary Schools in Virginia Perrigan, Keith Samuel (Virginia Tech, 2010-12-06)The primary focus of the current study was to determine if there is a relationship between size of high school and advanced academic achievement as measured by the Virginia Index of Performance while statistically controlling ...
The relationship between rural high school teachers' perceptions of school effectiveness and their level of school involvement Jenkins, Faleese M. (Virginia Polytechnic Institute and State University, 1987)