The effects of school culture and climate on student achievement

Дата выхода / Published: 2009

Angus J.Macneil

Полный список авторов: Doris L.Prater, Steve Busch

The purpose of the study was to investigate whether Exemplary, Recognized and Acceptable schools differ in their school climates, as measured by the 10 dimensions of the Organizational Health Inventory. Significant differences were found on all 10 dimensions of the Organizational Health Inventory, with Exemplary schools out‐performing Acceptable schools. No statistical significance was found between Exemplary and Recognized schools. Statistical significance was found, with Recognized schools out‐performing Acceptable schools on the Organizational Health dimensions of Goal focus and Adaptation. The findings of this study suggest that students achieve higher scores on standardized tests in schools with healthy learning environments.

Strong school cultures have better motivated teachers. Highly motivated teachers have greater success in terms of student performance and student outcomes. School principals seeking to improve student performance should focus on improving the school’s culture by getting the relationships right between themselves, their teachers, students and parents. Measuring school climate and using these assessments to focus the school’s goals on learning is important for the process of improving the school’s academic performance.


Publication is published under ‘open access’ or under the author’s permission and copyright of the work belongs to the author.

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