High school teachers' perceptions of school change and its implications for school climate




Berger, Geraldine

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Change is a natural part of life. In a high school setting, increased local, state and federal mandates necessitate the need for dynamic organizations. This study sought to expand the literature on change and school climate. Furthermore, the researcher probed if there was a statistically significant relationship between change and climate. Additionally, the relationships between school size and socio economic status (SES) on change and climate were analyzed. It was anticipated that change orientation directly correlated to school climate.

The sample for this study consisted of 40 high schools in Central Texas. Three thousand five hundred and fifty-six teacher participants were utilized for this survey-based study in fourteen school districts. Initially, descriptive statistics analyzed the dependent and independent variables. Next, correlation analyses examined the relationships between the variables.

When the researcher analyzed the relationships between the five subsets of change and the four subsets of climate, a variety of results emerged, including positively and negatively correlated results. Interestingly, however, all relationships with principal anxiety were found to be statistically significant. Furthermore, there were no statistically significant relationships between school size and change or climate. Furthermore, there were no statistical significant relationships between SES and change. However, a statistically significant negative correlation emerged between SES and school climate.


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change, climate, high school



Educational Leadership and Policy Studies