Positive school climate for school staff? The roles of administrators, staff beliefs, and school organization in high and low resource school districts.
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| Title: | Positive school climate for school staff? The roles of administrators, staff beliefs, and school organization in high and low resource school districts. |
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| Authors: | Capp, Gordon P. (AUTHOR), Avi Astor, Ron (AUTHOR), Moore, Hadass (AUTHOR) |
| Source: | Journal of Community Psychology. Mar2022, Vol. 50 Issue 2, p1060-1082. 23p. 8 Charts. |
| Subjects: | School environment, School administration, School districts, Climate research, High schools, School nursing |
| Abstract: | Despite continued calls for positive school climate, school staff members are rarely included in school climate research or theories. This qualitative case study explored how socioeconomic status (SES), school districts, leadership, and school contexts combine to create school climate. Four schools were selected from a sample of positive and negative climate schools in one high and one low‐SES district. Data collection involved key informant interviews and observation. District and school SES did not directly dictate the quality of climate. Organizational variables such as the principal's decisions and vision were key influences on the quality of climate for staff members. Staff members often prioritize student experiences of climate above their own experiences. School organization and the influence of the principal are critical for the quality of school climate staff members experience; these along with staff voice are critical ongoing contributions to school climate research, theory, and practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Community Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Despite continued calls for positive school climate, school staff members are rarely included in school climate research or theories. This qualitative case study explored how socioeconomic status (SES), school districts, leadership, and school contexts combine to create school climate. Four schools were selected from a sample of positive and negative climate schools in one high and one low‐SES district. Data collection involved key informant interviews and observation. District and school SES did not directly dictate the quality of climate. Organizational variables such as the principal's decisions and vision were key influences on the quality of climate for staff members. Staff members often prioritize student experiences of climate above their own experiences. School organization and the influence of the principal are critical for the quality of school climate staff members experience; these along with staff voice are critical ongoing contributions to school climate research, theory, and practice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00904392 |
| DOI: | 10.1002/jcop.22701 |
