Positive school climate for school staff? The roles of administrators, staff beliefs, and school organization in high and low resource school districts

Gordon P. Capp*, Ron Avi Astor, Hadass Moore

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

Abstract

Despite continued calls for positive school climate, school staff members are rarely included in school climate research or theories. This qualitative case study explored how socioeconomic status (SES), school districts, leadership, and school contexts combine to create school climate. Four schools were selected from a sample of positive and negative climate schools in one high and one low-SES district. Data collection involved key informant interviews and observation. District and school SES did not directly dictate the quality of climate. Organizational variables such as the principal's decisions and vision were key influences on the quality of climate for staff members. Staff members often prioritize student experiences of climate above their own experiences. School organization and the influence of the principal are critical for the quality of school climate staff members experience; these along with staff voice are critical ongoing contributions to school climate research, theory, and practice.

Original languageAmerican English
Pages (from-to)1060-1082
Number of pages23
JournalJournal of Community Psychology
Volume50
Issue number2
DOIs
StatePublished - Mar 2022

Bibliographical note

Publisher Copyright:
© 2021 Wiley Periodicals LLC

Keywords

  • elementary schools
  • qualitative case study
  • school based mental health
  • school climate
  • school social work
  • school staff members
  • secondary schools
  • teaching staff
  • Leadership
  • Humans
  • Students
  • Organizations
  • Schools

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