A diversified community : relationship between teachers' perceptions of school climate and student achievement in selected Southeast Texas elementary schools /
This study examined the relationship between teachers' perceptions of school climate, as measured by the School-Level Environment Questionnaire (SLEQ), and student achievement, as measured by the Texas Assessment of Academic Skills (TAAS) in eight elementary schools in one southeast Texas schoo...
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| Format: | Thesis Book |
| Language: | English |
| Published: |
[Place of publication not identified] :
[publisher not identified] ;
2000.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=728323101&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This study examined the relationship between teachers' perceptions of school climate, as measured by the School-Level Environment Questionnaire (SLEQ), and student achievement, as measured by the Texas Assessment of Academic Skills (TAAS) in eight elementary schools in one southeast Texas school district. The Modified Version of the School-Level Environmental Questionnaire (SLEQ) was administered to 298 elementary teachers to quantify their perception of school climate. The resultant scores on the 8 sub-scales were correlated with the performance of 501 third grade level, non-special education, students on the reading and mathematics sub-scales of the Texas Assessment of Academic Skills in the spring of 1999. No significant correlations were found between teacher perceptions of climate as measured by the Affiliation, Professional Interest, Innovativeness, Resource Adequacy, Formalization, or Centralization sub-scales and student achievement when scores were analyzed at the district level. Significant negative correlations (p[]0.05) were found for Work Pressure and Achievement Orientation at the district level. Schools in the district were sorted into high and low achieving based on student scores on the TAAS. No significant correlations were found between student scores and teacher perceptions of school climate in the low achieving category. Only one sub-scale yielded a significant correlation (p []0.05) in the high achieving schools, that scale being the scale of achievement orientation. Based on this research, several recommendations are made: (1.) The lack of effect in low achievement schools may have been the function of sample size and a large sample could more accurately measure the effect of climate and achievement. (2.) If an effect can be found in low achieving schools, research should look to see if there is a difference in relationship between achievement and climate in high and low achieving schools. (3.) Further study might examine the effect of gender on student achievement in different school climates, and finally (4.) A qualitative study could be conducted using follow-up interviews with the teachers in the study to gather their reaction and feelings to the findings of this research. |
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| Item Description: | Vita. "Major Subject: Curriculum and Instruction". |
| Physical Description: | xi, 89 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 53-67). |