Administrator Views of Influential Factors on School Climate at Various Schools in Northeast Tennessee

Abstract

The purpose of this qualitative study is to examine the variables leading to a positive school climate, according to school administrators in selected school systems in East Tennessee. The study identifies which elements of school climate and culture are the most important among the participants of this study. The sample consisted of 8 administrators from 4 selected school systems in Northeast Tennessee. The participants selected for this study were school principals, assistant school principals, and supervisors related to curriculum and instruction. The researcher designed questions to gain an understanding of the factors that influence school climate, ways in which the interviewee creates a positive school climate, and how they maintain a positive school climate, and which dimensions of school climate are of the most significance. After a detailed analysis of the literature and the interview data, the researcher identified emerging themes regarding factors that impact and help to create a positive school climate: Safety, teaching, and learning, interpersonal relationships, institutional environment, community relationships. Relationships were identified by participants as an important dimension that affects school climate. Participants agreed that complacency is the greatest struggle facing the school climate. These findings suggest a need for districts and schools to evaluate school climate routinely and comprehensively as well as recognize student, staff, and community input.