- Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Title:
- An analysis of parents' and educators' perceptions of the elements of effective schools, implications for school administration, 1999
- Creator:
- Goolsby, Flora W.
- Date of Original:
- 1999-02-01
- Subject:
- Degrees, Academic
Dissertations, Academic - Location:
- United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
- Medium:
- theses
dissertations - Type:
- Text
- Format:
- application/pdf
- Description:
- The problem of this study was to determine to what extent the perceptions of parents and educators toward the effective schools correlates in high, moderate, and low achieving middle schools were similar. The problem also was to determine to what extent those correlates were present in the schools which were a part of this study. School improvement in America has not made significant gain over the past thirty years, and student achievement has deteriorated. Effective school advocates argued, however, that high expectations, strong instructional leadership, more time on task, a safe and supportive school environment, acquisition of basic skills, frequent monitoring of student progress, and high parental involvement, along with other correlates, were the keys to higher performance in thousands of classrooms across America. The purpose of this study was to examine the perceptions of parents and educators on the elements of school effectiveness in order to determine if their ideas were closely related to the information that is already a part of the literature and to see if new information would materialize that might be of assistance to school improvement. The researcher believes that it is reasonable for schools to emulate the characteristics of effective schools that have already been identified by the literature. Using the random sampling technique, approximately 450 parents and 240 educators from a large urban school district were selected to participate in the study. The O'Neal Effective School Climate Inventory were used to collect data, and a four point Likert type scoring scale was used to score the instrument. Each of the twenty one null hypotheses was tested using analysis of variance (ANOVA). The first fourteen hypotheses used a one way ANOVA, and the last seven hypotheses used a two way ANOVA. The level of significance for rejecting the null hypotheses was .05. The findings of this study indicated that there were significant differences found in the means of high, moderate, and low achieving middle schools on the parents' and educators' perceptions of the seven dependent variables that were a part of this study. The higher, more favorable perceptions were seen in the high and low achieving schools. On the last seven hypotheses, a two way ANOVA was used to determine if there were any interactions on any of the constructs between parents and educators on the three types of schools that were a part of the study. The results of the statistical procedure indicated that there were no interactions between parents and educators on these hypotheses. Implications based upon the findings of the study were discussed, and ten main recommendations were given which might aid school improvement.
Date of award: 12/1/1999
Degree type: dissertation
Degree name: Doctor of Education (EdD)
Granting institution: Clark Atlanta University
Department: Department of Educational Leadership
Advisor: Denton, William - Metadata URL:
- http://hdl.handle.net/20.500.12322/cau.td:1999_goolsby_flora_w
- Holding Institution:
- Atlanta University Center Robert W. Woodruff Library
- Rights:
-
