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Description / Abstract
When engaging in the process of opening a new school, leaders have endless planning and
details to consider. One of the most important considerations lies in assembling a strong team of professionals and working to develop positive school culture. School leadership has a critical impact on the development of culture, and studies have shown that the significance of positive school culture can be measured through increased teacher commitment and job satisfaction, which leads to improved student outcomes. However, information necessary for developing a useful blueprint for achieving positive culture in new schools is sparse and additional research is needed. The purpose of this explanatory sequential mixed methods study was to explore teachers’ perceptions of culture in newly established schools and identify commonalities and leadership practices, across levels of culture, contributing to the development of positive culture. Descriptive statistics and frequency analysis were used to analyze quantitative data collected from the School Culture Triage Survey. Semi-structured interviews provided qualitative data examined through coding and the development of themes.
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This material is used by permission of the rightsholder in accordance with the terms of the relevant content release. As a user, you have permission to use this content and download a copy for non-commercial use only. Downloading multiple quantities of this resource is expressly forbidden.
KeywordsSchool culture, Charter schools
Degree Awarded Doctor of Philosophy in Educational Leadership
Awarding InstitutionNorthwest Nazarene University
Committee MembersAngela Bruggeman, Charlie Silva
Supervisor or ChairAmy Ackley
Peer Reviewed?No
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NNU Graduate Education Dissertations
155 Resources
- Education
- English
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