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Like a strong foundation in a house, the climate of a school is the foundation that supports the structures of teaching and learning. This book provides a framework for educators to look at school and classroom climates using both informal and formal measures. Each chapter focuses on a different aspect of climate and details techniques which may be used by heads or classroom teachers to judge the health of their learning environment. The book sets out to enhance understanding of the components of a healthy learning environment and the tools needed to improve that environment. It also looks at ways to assess the impact of change activities in improving and sustaining educational excellence. The international team of contributors bring perspectives from the school systems in America, UK, Australia and Holland.
The purpose of this study was to investigate (a) links between how principals and teachers perceive factors associated with school climate, (b) how those perceptions compare to one another, and (c) what school climate factors principals and teachers feel are significant for student achievements. To examine these targeted points, the study was designed using a sample set of elementary principals in southeastern Pennsylvania. Thirty-six principals provided information for the research. In comparison, teachers were generally positive in their perceptions of the overall health of their school systems.