A dissertation completed at
The Center for Education, Widener University,
One University Place, Chester, PA 19013 		 
THE RELATIONSHIP BETWEEN MIDDLE SCHOOL TEACHERS' PERCEPTIONS OF SCHOOL CLIMATE AND READING AND MATHEMATICS ACHIEVEMENT
Mary Ann Gentile, Ed. D.
December 1997

RETURN
edited 12/21/00

 


ABSTRACT

Adolescence is a unique time for children and it must be supported by a unique educational component. The middle school is organized to be both developmentally appropriate and responsive to middle school children. During this transitory period in a student's development it is imperative that both educational and social success be attained.

Several reports have been published providing evidence that may help middle schools address the needs of the adolescent. Emergent in these reports are the two basic components necessary for an effective middle school. The first is a positive organizational climate; leadership is the second.

The organizational climate in middle level schools may be a more reliable determinant of a school's effectiveness than many other measures in education. Both the educational and social success of the adolescent student may rely on the organizational climate exhibited in the educational setting. When evaluating the group's perception of climate and the behavior of the members within the organization, it would seem appropriate to consider gender as a factor. Male and female teachers both experience and comprehend the world in xi different ways. These differences may impact on their perception of school climate.

The principal is a key factor in effecting school climate and reports suggest that the role of the middle level administrator is critical in improving and maintaining a positive school climate.

This study investigated the relationships and interactions that teachers' perceptions of school climate had on the academic achievement of middle school students in both the reading and mathematics scores of the Pennsylvania Assessment Tests. The implications of this study are that improved teacher perceptions of climate and morale may have an important impact on the achievement levels of middle school children.

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