| The climate of a student's school has a large impact on his or her academic success. The purpose of this study is to identify those dimensions of a school principal's work that contribute to the elementary school climate. This exploratory research used a mixed-methods study design to examine stakeholders' perspectives and experiences in regard to school climate. The sample was limited to six midwestern elementary schools. The schools were diverse in size and location. In addition, the staffs at these schools completed the Organizational Climate Descriptions Questionnaire (OCDQ) survey instrument. Interviews were also conducted with selected parents, students, community members, and staff to identify strategies and techniques that help the school create a climate that is conducive to learning. Through the data collected a grounded theory emerged that generated thoughts and ideas that had not surfaced in past school climate studies. First, the study found that schools where community involvement is high had higher test scores. Second, student enrollment size was a factor in the parents' ability to connect effectively with principals and teachers, and in the principals' relationship with the staff. Finally, the principal's leadership style is determined by the student body's overall socio-economic status and level of diversity. Although these findings are somewhat disparate, they can all contribute insight into the ways a principal can promote a positive school climate. In summary, these findings suggest a principal must encourage community involvement; work to build strong relationships between him/herself and parents and staff even where the school is large; and be sensitive to the leadership skills needed when working in diverse schools. |
