The relationship between school culture and student achievement in Arizona elementary public schools

Persistent Link:
http://hdl.handle.net/10150/280558
Title:
The relationship between school culture and student achievement in Arizona elementary public schools
Author:
Liu, Cheng-Bau
Issue Date:
2004
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to determine whether selected dimensions of school culture as measured by the School Culture Survey (SCS) (Valentine & Gruenert, 1998) were related to student academic achievement on Math, Reading, and Writing as measured by Arizona's Instrument for Measure Standards (AIMS). The SCS is a 35-item Likert, and the Likert is ranged from 1 (Strongly Disagree) to 5 (Strongly Agree). The survey factored into six dimensions of school culture: Collaborative Leadership, Teacher Collaboration, Professional Development, Unity of Purpose, Collegial Support, and Learning Partnership. The school culture factor of Learning Partnership subscale was found to have a significant linear regression with Math, Reading, and Writing AIMS scores by analyzing the data from 1,120 teachers from a sample of 56 public elementary schools. A secondary purpose of this study was to determine whether school culture variables were associated with the characteristics such as principal's tenure, principal's gender, the number of administrators, the number of the teachers, the percentage of teachers earning a Masters Degree or higher, school size, school level, and socioeconomic status (SES). Principal Tenure and SES were found to have a significant linear regression with the school culture factor of Learning Partnership. A conclusion for the study is that the variance in student achievement in Math, Reading and Writing (AIMS) can be predicted and explained by the school culture factor of Learning Partnership, which is defined as the degree to which teacher, parents, and students work together for the common good of the students.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Administration.; Education, Elementary.
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Educational Leadership
Degree Grantor:
University of Arizona
Advisor:
Quinn, David M.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleThe relationship between school culture and student achievement in Arizona elementary public schoolsen_US
dc.creatorLiu, Cheng-Bauen_US
dc.contributor.authorLiu, Cheng-Bauen_US
dc.date.issued2004en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to determine whether selected dimensions of school culture as measured by the School Culture Survey (SCS) (Valentine & Gruenert, 1998) were related to student academic achievement on Math, Reading, and Writing as measured by Arizona's Instrument for Measure Standards (AIMS). The SCS is a 35-item Likert, and the Likert is ranged from 1 (Strongly Disagree) to 5 (Strongly Agree). The survey factored into six dimensions of school culture: Collaborative Leadership, Teacher Collaboration, Professional Development, Unity of Purpose, Collegial Support, and Learning Partnership. The school culture factor of Learning Partnership subscale was found to have a significant linear regression with Math, Reading, and Writing AIMS scores by analyzing the data from 1,120 teachers from a sample of 56 public elementary schools. A secondary purpose of this study was to determine whether school culture variables were associated with the characteristics such as principal's tenure, principal's gender, the number of administrators, the number of the teachers, the percentage of teachers earning a Masters Degree or higher, school size, school level, and socioeconomic status (SES). Principal Tenure and SES were found to have a significant linear regression with the school culture factor of Learning Partnership. A conclusion for the study is that the variance in student achievement in Math, Reading and Writing (AIMS) can be predicted and explained by the school culture factor of Learning Partnership, which is defined as the degree to which teacher, parents, and students work together for the common good of the students.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Administration.en_US
dc.subjectEducation, Elementary.en_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorQuinn, David M.en_US
dc.identifier.proquest3132238en_US
dc.identifier.bibrecord.b46708480en_US
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