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The paper also details survey administration, domain structure, aggregation approach, and operational definitions of school climate and educator well-being.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/school-climate-and-educator-well-being-in-kentucky/584702/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/school-climate-and-educator-well-being-in-kentucky/584702.png","ImageObject",300,407,{"name":42,"@type":43},"Damian","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What data source does the paper use to study educators’ emotional well-being?","Question",{"text":62,"@type":63},"The analysis uses the 2020 Impact Kentucky Working Conditions Survey administered across Kentucky schools between December 2019 and February 2020.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What are the main findings about the link between school climate and emotional well-being?",{"text":67,"@type":63},"Educators report emotional well-being less favorably than school climate, the two are correlated, and school climate predicts educator concern about emotional well-being most strongly.",{"name":69,"@type":60,"acceptedAnswer":70},"Why is the relationship between climate and educator well-being stronger in some schools?",{"text":71,"@type":63},"The paper reports that climate matters more for educator well-being in low-performing schools than in high-performing schools, indicating a differential association by school performance level.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},584702,1792188936,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & 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connected to many important school and student-level outcomes: student achievement, teacher retention, and more (Papay & Kraft, 2017) . However, our understanding of the extent to which school climate and educator well-being are connected is less robust. In this paper we explore the extent to which school climate predicts educators’perceptions of emotional well-being using the Impact KY survey from 2020. Using descriptive and regression models we find:  \n1. Educators answered less favorably about emotional well-being than school climate  \n2. School climate and emotional well-being are correlated  \n3. Climate, more than any other factor, predicts educator concern about emotional wellbeing  \n4. Climate matters more for educator well-being in low-performing schools than in highperforming schools  \nThe Impact KY survey  \nThe 2020 Impact Kentucky Working Conditions Survey was administered in all Kentucky schools between December 2019-February 2020. 43,089 educators responded to the survey (an 85% response rate) . The survey asked 66 questions across nine domains including school climate, educator well-being, staff/leadership relations, school leadership, resources, professional learning, feedback and coaching, managing student behavior, and educating all students.  \nResponses have been aggregated to the school level for the analyses in the pages that follow. Data was collected from 1,399 schools. However, only schools with more than 10 responses were included in the data set, leaving 1,181 schools for this analysis.  \nBackground  \nDefining School Climate  \nThe National School Climate Center defines school climate as “The quality and character of school life. School climate is based on patterns of students’, parents’, and school personnel’s experience of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures.” To put it clearly, culture is what schools do, but climate is how you feel while it is happening.  \nSchool climate has been tied to many relevant outcomes in schools. A positive school climate increases teacher effectiveness, results in more protected learning time, supports a culture of school improvement, increases teacher satisfaction, and fosters a more professional environment that supports career longevity for teachers (Bryk et al., 2010; Moore Johnson et al., 2012; Papay & Kraft, 2014; Papay & Kraft, 2017) .  \nOn the Impact KY survey, school climate is measured as an average of nine questions (presented in Table 1) . These items speak to the overall atmosphere of the school and the extent to which students and teachers feel positive and supported within the school. Overall, 64% of teachers responded favorably (indicated they agree or strongly agree) to the school climate questions. The lowest rated items were “on most days, how enthusiastic are the students about being at school?”(53%) and “how positive are the attitudes of your colleagues?”(56%). The highest rated items were “To what extent are teachers trusted to teach in the way they think is best?”(72%) and “how respectful are the relationships between teachers and students?”(71%) . Table 1 shows the overall average across schools for all the school climate items.  \nTable 1. Average of School Climate Items (n=1,181 schools)  \n\n| Question | Mean* |\n| --- | --- |\n| 1 To what extent are teachers trusted to teach in the way they think is best? | 72% |\n| 2 How optimistic are you that your school will improve in the future? | 71% |\n| 3 How respectful are the relationships between teachers and students? | 71% |\n| 4 How often do you see students helping each other without being prompted? | 69% |\n| 5 Overall, how positive is the working environment at your school? | 65% |\n| 6 How supportive are students in their interactions with each other? | 61% |\n| 7 When new initiatives to improve teaching are pres","cbCaidRwvJQ27Pyn","https://ap.wps.com/l/cbCaidRwvJQ27Pyn","pdf",606799,13,"English","# Introduction\n# The Impact KY survey\n# Background\n## Defining School Climate\n## Defining Emotional Well-being for Educators","[{\"question\":\"What data source does the paper use to study educators’ emotional well-being?\",\"answer\":\"The analysis uses the 2020 Impact Kentucky Working Conditions Survey administered across Kentucky schools between December 2019 and February 2020.\"},{\"question\":\"What are the main findings about the link between school climate and emotional well-being?\",\"answer\":\"Educators report emotional well-being less favorably than school climate, the two are correlated, and school climate predicts educator concern about emotional well-being most strongly.\"},{\"question\":\"Why is the relationship between climate and educator well-being stronger in some schools?\",\"answer\":\"The paper reports that climate matters more for educator well-being in low-performing schools than in high-performing schools, indicating a differential association by school performance level.\"}]","SCHOOL CLIMATE AND EDUCATOR WELL-BEING IN KENTUCKY | PDF",1792051897,33]