A Multivariate Analysis Of School Administrator And Teacher Perceptions Of School Climate

Myrtle Beach, South Carolina is a small city located on the coast of the Atlantic Ocean. Within that small city you’ll find Myrtle Beach High School. It is located off Grissom Parkway near 29th Avenue and Broadway At The Beach. The city of Myrtle Beach has a population of 27,109. About 72% identify as White, 13% as Black, 13% as Hispanic, and 1% as Asian. Less than 1% identify as American Indian, 2% are two or more races, and 8% identify as some other race. With Myrtle Beach being considered a small city, the average household income is about $75,678 with a median household income of about $43,877. There is a median age of 39 for both sexes, but a median age of 37 for males and 40 for females.

When a school receives a negative or unsatisfactory rating it will be important that as an administrator we do not hide but rather face the problem head on. If we try to dodge those who are concerned it will only lead to more anger and fractured relationships. It is important that we focus on maintaining and improving upon our relationships. We need to capture the communities and parents trust through our actions toward improvement which can be supported by data. Per, Maze of Mistrust Parents, Educators, and the Challenge of Public Engagement business groups, local government officials, taxpayers, and civic organizations were sometimes clamoring for change and often mystified by what the schools were up to. Now is the time that we must

Prior to the conduction of this study, the researcher sought the approval of the Institutional Review Board with the Protection of Human Subjects in research. The researcher completed re-certification with the Institutional Review Board training on May 29, 2014 (See Appendix C). The researcher provided IRB with information such as research protocol, interview protocol, Demographic Questionnaire, researcher’s background information, consent form, and investigator’s assurance. Upon IRB approval, the research contacted the contacted the Superintendent of each school district for their permission to conduct the study in their districts. Next the principals of the schools were contacted for their permission to interview teachers in their building. At this point, the research was able to contact the participants for an interview. The Principals, after permission was given for the study, were asked to provide the participants e-mail addresses and phone numbers.

The members of Mabelle B. Avery's School Climate Task Force (SCTF) meet, and work, tirelessly on Fridays, in meetings filled with fun, work, and laughter. We put a lot into our projects, and you recently have helped us furnish, and fulfill, our most recent project- a School Store. At the end of March, the members of SCTF worked together in meetings and alone during private, personal time to write a grant that would allow us to expand our relatively modest store. Our mission in the store was, and is, to "improve the school climate of our school by encouraging healthy relationships between faculty and students, and by increasing the preparedness of our students for daily classes." With this money we have received, we can finally succeed in our

In this video, the presenter Dr. Georgia Sugai, discussed the ways to improve positive and prevent negative climates. Improving the impact of evidence-based practices involves high rates of reactive management practices. Reactive management practices try to control kids behavior. Violence prevention is a concern about bullying behavior. Violence prevention consists of formal social skills instruction, positive active supervision and reinforcement, positive adult role models, multiple-componenent, multi-year school-family-community effort. Positive school climates in the United States focuses on children learning, teachers teaching, and administration administering. The role of the cultural immigrants and many diversed cultures, such as

How would you categorize the school climate at the school where you are doing your fieldwork?

Dollarhide and Saginak state that “school culture and climate data consist of data that reveal information about thoughts, feelings, behaviors, and attitudes such as attendance rates, suspensions and expulsions, staff relations, campus morale, embracing diversity, and campus safety” (2012, p. 110). An enduring positive school climate and culture are essential conditions for fostering learning and positive youth development that results in productive and fulfilling lives. Academic achievement and a positive school climate go hand in hand. I believe that if a school wants to improve their academic success with their students, the school must improve their school climate. The culture of a school should be supportive and caring. Students should feel protected and safe and have trusting relationships counselors, principals, and teachers. Counselors can help with dropout prevention, bully prevention, safe and healthy schools, and guidance.

The essential support are common qualities of the schools that demonstrated improved student achievement. This process shows how educators, administrators, and support staff organize and operate a school has a major effect on the instructional ex-changes in its classrooms. Moreover, classroom learning proceeds depends on how the school as a social interaction supports teaching and withstands student commitment. In addition, I identified five organizational features of schools that interact with classrooms and are essential to student achievement. The five essential supports are leadership, parent-community, professional capacity, and learning climate, and ambitions instructions.

The process of school climate reform involves implementing systematic interventions across the whole school that promote academic engagement, connectedness to school and a safe and supportive culture. Nine elements of safe and supportive schools form the structural foundation for the NSSF. These elements are;

The first step in classroom management is to create an environment where students feel cared for and valued. To do accomplish this, teachers need to build positive student-teacher relationships. Marazano (2003) reports in his book, Classroom Management That Works, which is cited in the Jones and Jones (2013) book, that “Positive teacher-student relationships were the foundation of effective classroom management” (p.56). I am committed to creating a safe learning environment that is organized, structured and conducive to student learning. While influencing a classroom of community learners, I strive to also build positive teacher-student relationship with all of my

Research shows that schools with a positive and welcoming school climate increases the likelihood that students succeed academically while protecting them from engaging in high risk behaviors like substance abuse, teen pregnancy, and violence. A positive school climate encourages behaviors with clear consequences for violating rules as well as rewards for meeting expectations. School climate can be understood as the frequency and quality of interactions among and between staff, students, parents, and the community throughout the entire school community. There are many methods that schools can display safe school planning, which is simply addressing issues of student safety and academic success on state, district, and school levels. Schools that implement school safety measures, drug prevention programs, and positive school climate that promote caring relationships either directly or indirectly facilitate rising student academic achievement.

When considering student outcomes in schools, much of the emphasis is placed on quality teachers, curriculum and socioeconomic factors. While these factors may be significant, the environment in which the students are placed has a direct impact on student learning and success as well. With school building age increasing, and school funding decreasing, it is imperative to understand and prepare for future maintenance needs while considering environmental factors that will facilitate student achievement. Moreover, in many school systems, students attend school in buildings that endanger their health, safety, and learning opportunities (U.S. DoED, 2000). Many of the schools

Students’ attitudes are shaped by the facilities they are educated within. The physical setting around us stimulates all feelings, attitudes, desires, values and expectancies. This was emphasized in the McGuffey study done in 1972. This study concentrated on the housing element and found that students living within newer school buildings, filled with air conditioning and new classroom enhancements showed more positive attitudes than students housed in older buildings. The students were found to have significantly more positive attitudes towards school than the students in the older building. The Maslow and Mintz

The purpose of this study is to identify the students’ profile in terms of age, gender, family income, parents’ educational attainment, and grades for the last school year attended. It also needs to identify the school climate condition that provides school to understand the working condition and leadership, instructional focus and physical environment.

Educational climate is a very important factor in education. Korea traditionally acknowledged the authority of the teacher and gave it many powers. However, the current educational climate is such that teachers are not allowed to take responsibility without permission. Efforts to reduce the number of students per teacher and excessive