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

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dc.contributor.advisorShoho, Alan
dc.contributor.authorBerger, Geraldine
dc.contributor.committeeMemberBarnett, Bruce
dc.contributor.committeeMemberMora, Linda
dc.contributor.committeeMemberSmith, Page
dc.date.accessioned2024-02-09T19:29:29Z
dc.date.available2024-02-09T19:29:29Z
dc.date.issued2009
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractChange 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.
dc.description.departmentEducational Leadership and Policy Studies
dc.format.extent159 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781109123050
dc.identifier.urihttps://hdl.handle.net/20.500.12588/2962
dc.languageen
dc.subjectchange
dc.subjectclimate
dc.subjecthigh school
dc.subject.classificationSecondary education
dc.subject.lcshHigh school teachers -- Texas -- Attitudes
dc.subject.lcshOrganizational change
dc.subject.lcshSchool environment
dc.titleHigh school teachers' perceptions of school change and its implications for school climate
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentEducational Leadership and Policy Studies
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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