Climate and collective responsibility as predictors of effectiveness in secondary schools

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dc.contributorDagley, David L.
dc.contributorTomlinson, Stephen
dc.contributorArredondo, Daisy E.
dc.contributorSpector, Karen
dc.contributor.advisorTarter, Clemens John
dc.contributor.authorHairston, Anna Nicole
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T17:47:10Z
dc.date.available2017-03-01T17:47:10Z
dc.date.issued2016
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractFor 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.en_US
dc.format.extent76 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0002407
dc.identifier.otherHairston_alatus_0004D_12796
dc.identifier.urihttps://ir.ua.edu/handle/123456789/2714
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectEducational administration
dc.subjectEducational leadership
dc.titleClimate and collective responsibility as predictors of effectiveness in secondary schoolsen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineEducational Leadership, Policy, and Technology Studies
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.nameEd.D.
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