The impact of teachers' perceptions of school culture on student achievement

Minimal research linking school culture and student achievement is available. Grounded in Marzano's theory of learning, the purpose of this correlational exploratory study was to examine middle school culture and student achievement. The specific research question addressed by the study sought to determine if teachers' perception of school culture contributed to student achievement. Sixty reading teachers in grades 6-8 responded to the School Culture Triage Survey (SCTS) on teacher perceptions of school culture related to 3 subscale areas named professional collaboration, affiliative collegiality, and self-determination/efficacy. Sixty teacher SCTS survey scores were correlated to 1,427 reading Criterion Referenced Competency Test (CRCT) scores of their students in grades 6-8. Results from multiple regression analysis and Pearson correlations indicated that all school culture variables had substantial positive correlations with reading CRCT scores. Findings indicated that affilliative collegiality had the greatest impact on student achievement. Pearson correlations between reading CRCT mean scores and all 3 aforementioned subscale areas revealed a positive school culture. Multiple regression analysis confirmed that 51% of the variability in student achievement can be predicted from the relationship with the 3 aforementioned subscale areas. School districts, teacher organizations, and local community can benefit from an increased awareness concerning the impact of teachers' perspectives of school culture on student achievement. Middle school teachers' affilliative collegiality is necessary for positive social change in order to support student achievement and continued advocacy, and teacher professional development within the field of learning.