Climate and collective responsibility as predictors of effectiveness in secondary schools

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dc.contributor Dagley, David L.
dc.contributor Tomlinson, Stephen
dc.contributor Arredondo, Daisy E.
dc.contributor Spector, Karen
dc.contributor.advisor Tarter, Clemens John
dc.contributor.author Hairston, Anna Nicole
dc.date.accessioned 2017-03-01T17:47:10Z
dc.date.available 2017-03-01T17:47:10Z
dc.date.issued 2016
dc.identifier.other u0015_0000001_0002407
dc.identifier.other Hairston_alatus_0004D_12796
dc.identifier.uri https://ir.ua.edu/handle/123456789/2714
dc.description Electronic Thesis or Dissertation
dc.description.abstract For decades, researchers have sought to find school-level properties that can increase the overall effectiveness of the school despite the school’s socioeconomic status. Researchers have identified many constructs at the school level, with two promising constructs being climate and collective responsibility. This study examined the relationships among climate, collective responsibility, and effectiveness, including which of the two constructs has the greatest on effectiveness. A total of 1,143 teachers participated in the study with the completion of surveys. These teachers were from a random sample of 50 secondary schools in Alabama and Georgia. Established instruments were used to survey perceptions of climate, collective responsibility, and effectiveness. Socioeconomic status was measured using the Free and Reduced Lunch percentages for each school. The findings for climate and collective responsibility in this study supported past research findings. Climate, collective responsibility, and effectiveness are all positively related. Climate shows the only significant contribution to effectiveness, with the subelement of collegial leadership having the greatest effect. The findings of the linear regressions indicated that collective responsibility had an indirect contribution to effectiveness through climate. Socioeconomic status was found to have no effect on these findings.
dc.format.extent 76 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Educational administration
dc.subject.other Educational leadership
dc.title Climate and collective responsibility as predictors of effectiveness in secondary schools
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Leadership, Policy, and Technology Studies
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.


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