The purpose of this dissertation was to find elementary teachers' perceptions of school climate in ten selected elementary schools of Georgia. The method used to collect data for the paper was gathered by using a 19 question survey instrument. With 16 quantitative questions using a scale of strongly agree, agree, disagree, to strongly disagree. The respondents' answers were shown in frequency distributions and percentage tables for each school. Three qualitative questions were included on the survey instrument. These questions allowed teachers to express in their own words their perceptions of school climate. A general theme emerged from each question. These responses were also reported in percentages. The findings showed that 70% or more of the teachers surveyed understood school climate, with 25 to 30% not understanding school climate.
","abstract_html":"<p>The purpose of this dissertation was to find elementary teachers' perceptions of school climate in ten selected elementary schools of Georgia. The method used to collect data for the paper was gathered by using a 19 question survey instrument. With 16 quantitative questions using a scale of strongly agree, agree, disagree, to strongly disagree. The respondents' answers were shown in frequency distributions and percentage tables for each school. Three qualitative questions were included on the survey instrument. These questions allowed teachers to express in their own words their perceptions of school climate. A general theme emerged from each question. These responses were also reported in percentages. The findings showed that 70% or more of the teachers surveyed understood school climate, with 25 to 30% not understanding school climate.</p>","abstract_has_math":false,"creators":["Baker, Phillip Ralph"],"institution":null,"degree_name":"Doctor of Education in Educational Administration","degree_level":"Dissertation (restricted to Georgia Southern)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Fred Page","T. C. Chan","Catherine Wooddy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-01-01T08:00:00Z","date_published":"2005-01-01T08:00:00Z","updated_at":"2026-07-24T02:28:00Z","subjects":["ETD","Elementary schools","Teacher perceptions","School climate","Educational Administration and Supervision"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd_legacy/111","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Fred Page","T. C. Chan","Catherine Wooddy"]},{"key":"dc:creator","label":"Author","values":["Baker, Phillip Ralph"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1970-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (restricted to Georgia Southern)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Educational Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Elementary schools","Teacher perceptions","School climate","Educational Administration and Supervision"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd_legacy/111"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this dissertation was to find elementary teachers' perceptions of school climate in ten selected elementary schools of Georgia. The method used to collect data for the paper was gathered by using a 19 question survey instrument. With 16 quantitative questions using a scale of strongly agree, agree, disagree, to strongly disagree. The respondents' answers were shown in frequency distributions and percentage tables for each school. Three qualitative questions were included on the survey instrument. These questions allowed teachers to express in their own words their perceptions of school climate. A general theme emerged from each question. These responses were also reported in percentages. The findings showed that 70% or more of the teachers surveyed understood school climate, with 25 to 30% not understanding school climate.
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