Implications for School Administrators of the Perceptions of School Culture and Climate in Selected Public Secondary Schools in Alabama's River Region

Oct 15, 2026

Uploaded by McQueen

The study examines school culture and climate in selected middle and high schools in Alabama's River Region. Teachers and administrators from nine middle and eleven high schools completed two electronic surveys: the School Culture Survey (SCS) and Organizational Climate Description Questionnaires (OCDQ-RM/OCDQ-RS). Data from 100 middle-school stakeholders and 95 responses were analyzed using SPSS. Findings showed no statistically significant differences between stakeholder perceptions across middle and high schools, with middle schools exhibiting more collaborative, open climates. Recommendations focus on strategies to increase trust between teachers and administration.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages9

Reading Time23 min

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Abstract

Review of Literature

School Climate

Implications for School Administrators of the Perceptions of School Culture and Climate in Selected Public Secondary Schools in Alabama's River Region Aurelio Harrison and Kecia Ashley, Capitol Heights Middle School and Alabama State University Abstract In this study, the researchers examined the culture and climate of selected middle and high schools in Alabama's River Region. Teachers and administrators from nine middle and eleven high schools completed two electronic surveys: (a) the School Culture Survey (SCS) and (b) the Organizational Climate Description Questionnaires (OCDQ-RM/OCDQ-RS) . The results were analyzed using SPSS and based on responses to the SCS from 100 middle school stakeholders and 95 responses to the OCDQ-RM. The researchers discovered no statistically significant difference in the perception of school climate and culture between middle and high school stakeholders. The researchers chose this demographic region because currently, there is no known research on culture and climate specific to the counties in this region of the state. Additionally, multiple schools in various districts are listed on the state's Under-Performing Schools List. The researchers found that the climate in participating middle schools is more collaborative. Therefore, the researchers determined that middle schools in this region have more open climates than high schools. After compiling the analytics, the researchers reported the findings and recommended that school leaders employ strategies to increase the trust levels between teachers and administration. Keywords: School Climate, School Culture, Student Achievement, School Leadership, Stakeholder Perceptions Culture and climate are the central nervous system of any organization and the determining factor of its thoughts, behaviors, and, ultimately, the outcomes (Schuneman, 2019) . Some consider school culture and climate among the top influencers that affect student achievement outcomes, especially during a worldwide pandemic (Panchal et al., 2021). The failure to produce and provide quality schools that promote high academic standards, appropriate leadership, and collegiality among staff members (Hoy et al., 1991) has shortchanged America's students, schools, and school systems. This breach results from schools and districts' negligence in fostering and supporting student success and achievement. Federal and local governments have acknowledged this and responded by enacting specific legislation intended to address educational needs. One of the first major education legislative acts was The Elementary and Secondary Education Act of 1965 (ESEA) . There have been subsequent reauthorizations of this bill to include the No Child Left Behind Act of 2002 (NCLB) and the Every Student Succeeds Act of 2015 (ESSA) . The elements of culture and climate are separate and distinct constructs; however, according to an article by AES Impact (2020), they are codependent, and "one drives and determines the other" (p.1) . Culture affects every aspect of school and every educational process, while climate directly influences the mental health, the social and emotional well-being of students, staff, and administrators (Maxwell et al., 2017) . In an attempt to improve academic environments and student achievement, the absence or inattention to school culture and climate is a major concern contributing to the detriment and decline of education nationally. The purpose of this quantitative study was to assess and describe the factors of culture and the dimensions of climate in secondary public schools located in central Alabama from the viewpoint of school administrators and teachers. The researchers emphasized the importance of understanding and differentiating between the definitions of culture and climate and how each element contributes to successful student achievement, allowing education policymakers, school administrators, and classroom teachers to be more proficient and effec

FAQs

What was the purpose of the quantitative study?

To assess and describe the factors of culture and the dimensions of climate in secondary public schools in central Alabama from the viewpoints of administrators and teachers.

Which surveys were used to measure school culture and climate?

The study used the School Culture Survey (SCS) and the Organizational Climate Description Questionnaires (OCDQ-RM/OCDQ-RS).

What did the study find when comparing middle and high schools?

There were no statistically significant differences in perceived school culture and climate between middle and high school stakeholders; middle schools showed a more collaborative and open climate.

Oct 15, 2026

Uploaded by McQueen