School Culture, School Climate, and the Role of the Principal

• Main Author: Spicer, Felecia V, 9255048
• Format: Others
• Published: ScholarWorks @ Georgia State University 2016
• Subjects: School Climate; School Culture; Georgia Vision Project; Education Policy
• Online Access: http://scholarworks.gsu.edu/eps_diss/140; http://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1174&context=eps_diss

The purpose of this case study was to determine to what degree the Vision Project’s implementation impacted school climate and student achievement in high implementation districts. Specifically, this study examined what principals do that impacts or determines the climate of a school, in an effort to establish action steps for school principals to follow to create a positive school climate. The purpose was to describe and interpret the actions of principals from their own view and the perspective of those around them. This research looked at two schools in two different school districts to determine principal and teacher perceptions in regards to what a leader does to develop and maintain a positive school climate. That is, how is a positive learning environment created where teachers feel confident in their work? A general inductive approach was chosen to focus on the realities of the participants within the school districts in order to understand their perceptions of what the principal does to impact the climate in a school. An instrumental study design allowed for an in-depth look at the Vision Project’s overall impact on a school implementing the recommendations with fidelity with a specific focus on school culture, school climate, and the role of the principal.