Perceptions of School Climate

Authors

Scott Siegel, University of Nebraska-LincolnFollow

First Advisor

Jiangang Xia

Degree Name

Doctor of Education (Ed.D.)

Department

Educational Administration

Date of this Version

4-2024

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirement for the degree of Doctor of Education

Major: Educational Administration

Under the Supervision of Professor Jiangang Xia

Lincoln, Nebraska, April 2024

Comments

Copyright 2024, Scott Siegel. Used by permission

Abstract

This doctoral dissertation investigates the differences in perceptions of school climate among in-school stakeholders. The study focuses on how the participant’s role within the school and gender impact their perceptions of school climate. Surveys were administered to students and teachers in a high school setting, with quantitative analysis revealing statistical differences in perceptions among key groups. Notably, teachers demonstrated higher perceptions of school climate than students, indicating the role within the school has the potential to influence stakeholder perceptions. Additional findings include male students demonstrating higher perceptions of school climate than female students, indicating gender plays an integral part in stakeholder perceptions. Implications of this study include the need for school administrators to examine perceptual differences between stakeholder groups and leverage this data as a means to improve school quality for all. This includes ensuring formal and informal methods for collecting perspectives and ensuring an inclusive process that is representative of the school population.

Advisor: Jiangang Xia

Recommended Citation

Siegel, Scott, "Perceptions of School Climate" (2024). Dissertations and Doctoral Documents from University of Nebraska-Lincoln, 2023–. 74.
https://digitalcommons.unl.edu/dissunl/74