Perceptions of School Safety: Understanding Stakeholder Perspectives and Implications for the Educational Environment

This study investigated differences in school safety perceptions between parents and school staff in U.S. public schools. The purpose was to determine the extent to which stakeholder role predicted perceptions of safety and to identify the demographic, professional, and family characteristics associated with those perceptions. Bronfenbrenner’s Ecological Systems Theory provided the theoretical foundation, emphasizing how individuals’ environments shape their interpretations of safety and climate. This research is situated within broader conversations about school climate, stakeholder engagement, and equitable leadership practices. A quantitative research design was used to address five research questions. Data were collected through the Safe and Responsive Schools Survey and analyzed using descriptive statistics, independent samples t-tests, and multiple linear regression analyses. The final sample included 93 parents and 103 school staff members (N = 196). Demographic data were collected for both groups and used as independent variables in regression models. Results indicated a statistically significant difference between parent and staff perceptions of overall school safety, with staff members reporting more favorable views. This difference was supported by a moderate effect size. Among staff, years of employment at the current school was a statistically significant predictor of safety perceptions. In contrast, no significant predictors were found among the parental demographic or family variables. These findings suggest that institutional familiarity and professional tenure may shape how staff perceive the school environment, while parents’ perceptions may be less systematically linked to demographic factors. The study concludes that role-based and experiential differences influence how safety is perceived by key stakeholders. These findings underscore the importance of differentiated communication, inclusive engagement, and context-sensitive leadership when addressing safety concerns in public education settings.

Name thesis:degree_name

Doctor of Philosophy

Discipline thesis:degree_discipline

Education, Leadership, and Organization

Grantor

Texas Woman's University

Year dc:date.issued

2025

Author dc:creator

• Rose, Anthony

Advisor dc:contributor.advisor

• Trujillo-Jenks, Laura

Committee members dc:contributor.committeemember

• Fredrickson, Rebecca
• Hurlbut, Amanda
• Ausburn, Jerry
• Brown, Melissa McInnis

• School safety measures
• Danger perception
• School safety
• Stakeholder perceptions
• School climate
• Bronfenbrenner’s ecological systems theory
• Educational leadership
• Quantitative research

Language dc:language.iso

English

Handle dc:identifier.uri

https://hdl.handle.net/11274/17433

OAI identifier oai:identifier

oai:twu-ir.tdl.org:11274/17433