The Importance of School Climate: How School Leaders in Inner City Middle Schools Shape Climate

• Main Author: Robinson, Willie
• Format: Others
• Language: English
• Published: Digital Commons @ East Tennessee State University 2020
• Subjects: School Climate; School Climate Star Rating; Positive Behavioral Intervention Supports; Applied Behavior Analysis; Educational Leadership; Educational Psychology; Elementary and Middle and Secondary Education Administration; Other Educational Administration and Supervision; Other Social and Behavioral Sciences
• Online Access: https://dc.etsu.edu/etd/3757; https://dc.etsu.edu/cgi/viewcontent.cgi?article=5239&context=etd

Traditional educational reform efforts have relied on standardized testing as the primary indicator of student achievement. Current research is broadening the scope as the impact of shaping positive school climates to support the needs of students is examined (Reynolds, 2016). Positive behavior interventions and supports (PBIS) is an evidence-based system of school-wide reinforcement that provides the groundwork for supportive school climates. The purpose of this study was to determine elements of PBIS programs that facilitated positive school climates. Data collection strategies included focus individual interviews, observation, and document analysis. Triangulation was used to analyze the data. Three iterations were used to develop a process for understanding the elements that positively impact school climates. The first iteration categorized data by actions utilized by stakeholders. The second iteration grouped the actions by the school leader’s impact on school policy in relation to positive school climate. In this iteration, categories were combined from the first iteration based upon their impact on school climate. The third iteration established the role that key stakeholders must attain in order to establish a solid foundation for a positive school climate. The results revealed that in order for a school to maintain a positive school climate, key stakeholders to include the administrator, PBIS coach, community, students and teachers, must work in concert. Study participants identified facilitating teaching and learning expectations through role playing, shaping and maintaining a safe environment and establishing productive relationships as critical elements needed to shape a positive school climate. This was achieved by solidifying consistent rituals and routines grounded in the distinct needs of each site. The consensus across all three sites acknowledges the roles of the PBIS coaches and the building level administrator. As the PBIS coach and the building administrators worked together, they assumed the lead as PBIS work is facilitated, stakeholder support was strengthened. collaborative partnerships were formed to embrace a common vision and common goals