Student, Teacher, and Parental Perceptions of Elementary School Climate

2014 ◽  
pp. 35-54
Author(s):  
Wirot Sanrattana ◽  
Forrest W. Parkay ◽  
Mei Wu
Keyword(s):  
Elementary School ◽  
School Climate ◽  
Student Teacher ◽  
Parental Perceptions ◽  
Elementary School Climate

Elementary School Climate: A Revision of the OCDQ

1986 ◽  
Vol 22 (1) ◽  
pp. 93-110 ◽  
Author(s):  
Wayne K. Hoy ◽  
Sharon I. R. Clover
Keyword(s):  
Elementary School ◽  
School Climate ◽  
Elementary School Climate

Dimensions of School Climate: Teachers' or Principals' Power Styles and Subjects' Propensities to Be Climate Vigilant as Related to Students' Perceptions of Satisfaction and of Peers' Abusive Behavior

2002 ◽  
Vol 91 (1) ◽  
pp. 257-262 ◽  
Author(s):  
Nancy Verhoek-Miller ◽  
Duane I. Miller ◽  
Miyoko Shirachi ◽  
Nicholas Hoda
Keyword(s):  
Elementary School ◽  
School Climate ◽  
Physical Abuse ◽  
School Environment ◽  
Psychological Abuse ◽  
School Teacher ◽  
School Experience ◽  
Abusive Behavior ◽  
Expert Power ◽  
Positive Correlations

Two studies investigated teachers' and principals' power styles as related to college students' retrospective ratings of satisfaction and peers' abusive behavior. One study also investigated retrospective self-perception as related to students' sensitivity to the occurrence of physical and psychological abuse in the school environment. Among the findings were positive correlations between subjects' perceptions that their typical elementary school teacher used referent, legitimate, or expert power styles and subjects' reported satisfaction with their elementary school experience. Small but statistically significant correlations were found suggesting that principals' power style was weakly associated with ratings of psychological abuse in elementary school and physical abuse in middle school. Also, students who rated themselves as intelligent, sensitive, attractive, and depressive had higher ratings of perceived psychological and physical abuse at school. It was concluded that parameters of leaders' power styles and subjects' vigilance might be useful for understanding school climates. Experimentally designed studies are required.

School Climate and Administrative Power Strategies of Elementary School Principals

1989 ◽  
Vol 65 (3_suppl2) ◽  
pp. 1267-1271 ◽  
Author(s):  
Ann W. Porter ◽  
Donald K. Lemon ◽  
Richard G. Landry
Keyword(s):  
Elementary School ◽  
School Climate ◽  
Elementary Teachers ◽  
North Dakota ◽  
Elementary School Principals ◽  
Elementary Principals ◽  
School Principals ◽  
Teachers Perceptions ◽  
Administrative Power ◽  
Power Strategies

This study examined teachers' perceptions of the use of power tactics by elementary principals. Elementary teachers ( N = 297) in 50 schools in North Dakota and Minnesota reported on the use of power tactics by their principals, using an instrument developed to measure the use of the power strategies of assertiveness, sanctions, ingratiation, rationality, and exchange by school principals. Teachers perceived their principals to use rationality and ingratiation most often and sanctions least often to influence the teachers' behavior.

Sign in / Sign up

Export Citation Format

Share Document