Master of Arts, Miami University, 2023, Psychology

Students' experiences related to school climate, including school racial climate and school connectedness, have significant implications for mental health, academic outcomes, and school engagement. Adolescent students of color often report worse experiences of school racial climate and school connectedness, and corresponding worse outcomes, than White peers. The current study explored the relation between school racial climate and school connectedness, and if it was moderated by race. Perceptions of school racial climate and school connectedness differed across racial groups and schools. School racial climate was found to predict school connectedness. Results failed to support the hypothesis that race moderated the relation between school racial climate and school connectedness across all schools. However, at the predominantly White schools, a significant interaction indicated a stronger positive relation between school racial climate and school connectedness for White students than for Black students. This interaction was not present at the majority-Black school. These findings emphasize the importance of considering school characteristics and contextual factors in students' experiences of school climate, as well as the positive outcomes associated with school racial climate. These outcomes may have important implications for diversity-based programming in school settings and their potential benefit for students of all backgrounds.

Committee: Paul Flaspohler (Committee Chair); Jennifer Green (Committee Member); Elizabeth Kiel (Committee Member) Subjects: Psychology

Doctor of Philosophy (Ph.D.), University of Dayton, 2023, Educational Administration

Exposure to school violence has adverse effects on student academic performance and behavior. A safe school environment is essential for student and staff safety and achievement. Safety approaches include authoritative measures, which use security cameras, metal detectors, and controlled building access; and educational measures that include specially designed curricula, mental health services, and the development of social skills. It is unknown whether school administrators perceive authoritarian or educational approaches to safety as more effective in creating a safe and positive school climate. This study explored the perceptions of school administrators about the effectiveness of each approach in establishing and maintaining a safe school climate. The National Institute of Justice Comprehensive School Safety Framework served as the theoretical framework. Research questions explored the perceptions of 7-12 building principals and district superintendents regarding how organizational climate is affected and improved based on the type of safety practices used by the district. Data were collected from surveys and interviews with administrators from 10 rural school districts in southwest Ohio. The approach was qualitative with a basic interpretative design. The study contributes to school safety research by helping school leaders make informed decisions about school safety approaches and strategies.

Committee: David Dolph (Committee Chair) Subjects: Education; Educational Leadership

Ph.D., Antioch University, 2023, Leadership and Change

The recent worldwide pandemic impacted educational systems on a global scale, forcing school leaders to reimagine educational structures as they faced the ongoing wounding of the unprecedented, shared trauma wrought by COVID-19. Mandated U.S. school closures in March of 2020 forced an immediate transition to distance learning and presented unforeseen academic and social challenges for students, educators, parents, and school leaders. As school campuses re-opened over the next year, the pandemic continued to present hardships. School leaders were tasked with developing systems to follow appropriate health and safety measures, develop systems to accommodate stakeholders' individual health circumstances, and communicate school policies regularly to those affected by them while still prioritizing the needs of students and their academic progress. Using comparative case-study methodology, this study explored the relationship between school leadership, school climate and organizational resilience in response to the ongoing wounding of COVID-19 from its onset in March of 2020 to the declared end of the pandemic in May of 2023, at two small independent elementary schools. This study illuminated the experiences of the schools' leaders and provided actionable and transferable guidelines for educational leaders facing organizational trauma or crisis. The five key findings support practical implications for school leaders striving to support organizational resilience. They include: the importance of positive school climate, enhanced communication, adaptive capacity, organizational structure and embracing change. The study concludes with implications for future research. This dissertation is available in open access at AURA (https://aura.antioch.edu/) and OhioLINK ETD Center (https://etd.ohiolink.edu/).

Committee: Laurien Alexandre PhD (Committee Chair); Elizabeth Holloway PhD (Committee Member); Shana Hormann PhD (Committee Member) Subjects: Educational Leadership

Doctor of Education , University of Dayton, 2023, Educational Administration

This study explored how early childhood educators experience compassion fatigue and what the primary triggers of compassion fatigue are. Findings showed that the three primary triggers of compassion fatigue included poor communication, lack of administrative support, and lack of appropriate self-care opportunities. With this information, the study centered on alleviating compassion fatigue through administrative support, specifically through the coordinator role within the early childhood department. The action plan addressed the three main issues with the objectives of implementing a new communication system, monthly self-care stipends, and frequent administrative support through weekly check-ins and in-classroom support. As early childhood educators' compassion fatigue begins to alleviate, the number of call-offs will decrease, burnout will subside, and retention rates will improve (Palladino & et al., 2007). Overall, this action plan provides much-needed support to early childhood educators from administrators and demonstrates the importance of having a role such as a coordinator in early childhood education.

Committee: Elizabeth Essex (Committee Chair); Marilyn Llewellyn (Committee Member); Charles Lu (Committee Member) Subjects: Communication; Early Childhood Education; Education; Educational Leadership; Elementary Education

Doctor of Philosophy, The Ohio State University, 2023, Sociology

Decades of theory and policy suggest that schools characterized by heightened social cohesion—such as more positive social climates and dense ties among students—are better equipped to reduce student involvement in violence and delinquency. However, the evidence supporting this expectation is inconsistent. In this dissertation I seek to understand why, with three studies assessing how features of school social organization combine to shape student involvement in violence and delinquency. These studies are conducted using extensive individual- and school-level data from the National Longitudinal Study of Adolescent to Adult Health (Add Health) and the Adolescent Health and Academic Achievement study. The first study tests alternative hypotheses regarding how the association between school-level positive social climate and adolescent violence varies according to the school-level density of student network ties. Foregrounding research on youth norm enforcement suggests that the violence-reducing benefits of a positive social climate will be enhanced in schools where students are more densely tied to each other. In contrast, research on youth conflict and subversion of social control anticipates that the association between school-level social climate and violence will be most evident in schools where students are sparsely tied. Hypotheses are tested with data from Waves I and II of Add Health. Consistent with the conflict/subversion perspective, the inverse association between school-level social climate and adolescent violence is less evident as school-level network density increases. These findings suggest that school climate initiatives should pay careful attention to how dense friendships among students may limit reductions in problem behavior. The second study tests alternative hypotheses regarding how school cohort-level variation in the rate of same-grade friendships shapes students' violence perpetration. Social capital theories anticipate that cohorts with (open full item for complete abstract)

Committee: Dana Haynie (Committee Member); Douglas Downey (Committee Member); Christopher Browning (Committee Chair) Subjects: Criminology; Education; Sociology

Doctor of Philosophy in Urban Education, Cleveland State University, 2021, College of Education and Human Services

As the call for reducing school suspensions and academic achievement improvement moves across the country, schools are responsible for implementing discipline restructure and academic growth programs. In various research studies, positive student and school behavior outcomes have been associated with Positive Behavior Interventions and Supports (PBIS) since its implementation in schools in the late 1990s. However, additional research in understanding the impact of PBIS practices on reported school suspension, school climate perceptions, and student academic achievement (i.e., standardized test scores) would be useful. This study could potentially contribute to the literature and fill a gap not yet explored on the relationship between PBIS implementation and discipline practices impacting African American students, school climate perceptions, and student achievement. School officials can utilize this study's findings to determine their dedication and commitment to PBIS as a behavior intervention within school systems. Utilizing data collected from a large urban school district in Ohio, this study will examine the association between PBIS implementation, the suspension rate of all students, individual student achievement, and school climate perceptions while emphasizing PBIS' impact on African American students. The research data in this study will focus on grade levels elementary through high school. The data will be analyzed using linear regressions. Limitations of this study will be discussed.

Committee: Frederick Hampton (Advisor); Frederick Hampton (Committee Chair); Mittie Jones (Committee Member); Mark Freeman (Committee Member); Dakota King-White (Committee Member); Adam Voight (Committee Member) Subjects: Educational Leadership

Doctor of Philosophy, The Ohio State University, 2021, Educational Studies

School bullying has become a global concern due to its detrimental consequences on children's well-being. In the prevention and intervention of school bullying, teachers play a critical role, especially in detecting the signals of bullying, being aware of its consequences, and effectively responding to bullying incidents (Bradshaw et al., 2013; Horne et al., 2003). The current study aimed to explore teachers' personal and professional experiences of bullying, perceived school culture and climate, and motivation to combat bullying. A qualitative approach, a collective case study, was deemed appropriate to investigate these concepts through in-depth interviews. The participants of this study consisted of the regular education teachers (n =8) of a bilingual urban elementary school in the Midwest, United States. The results revealed that participants value anti-bullying practices and are intrinsically motivated to combat bullying. Their extrinsic motivation appeared to be negatively affected by the high workload and a lack of support systems available. Despite these concerns contributing to a lack of extrinsic motivation, the positive school culture and climate were significant external motivators. Teachers' experiences with bullying and perceptions of the school culture and climate are further interpreted to provide a holistic view of their motivation to combat bullying. Recommendations for future research and field practices are also discussed.

Committee: Kisha Radliff (Advisor); Antoinette Miranda (Committee Member); Mollie Blackburn (Committee Member) Subjects: Education; Psychology

Master of Science, The Ohio State University, 2021, Agricultural and Extension Education

Youth in the United States are experiencing mental illness more frequently and severely than in the past. This is coupled with low rates of help-seeking and treatment resulting from factors such as stigma related to mental illness. The developmental period of adolescence and the changes and transitions that embody this time in a person's life mean that youth experience mental illness and topics related to mental health differently than other groups, with a range of personal, social and environmental factors serving as mediators. Youth who engage in programs which promote positive youth development represent an opportunity for research and improved practice. To study this population of youth, this transcendental phenomenology explored former Ohio FFA state officer and agricultural education program member experiences with mental health topics in the context of the FFA organization (formerly Future Farmers of America) and agricultural education programs in Ohio. In-depth, semi structured interviews were conducted with 10 participants. While individual experiences varied greatly, seven themes emerged which merit the consideration of agricultural educators, mental health professionals, researchers and any person involved in the development of youth. This relatively nuanced area of research has the potential to transform the lives of youth who experience mental health challenges through engagement in youth development organizations like FFA. The foundation for successful youth development has already been laid by these organizations. They present the opportunity to engage youth with mental health topics for the purposes of raising awareness, improving mental health literacy, reducing stigma and encouraging help-seeking behavior for all youth, especially those who suffer with mental illness.

Committee: Jera Niewoehner-Green Dr. (Advisor); Caryn Filson Dr. (Committee Member) Subjects: Agricultural Education; Mental Health

Doctor of Education (Ed.D.), University of Findlay, 2020, Education

Trust is a cornerstone to effective school leadership (Balkar, 2015; Cimer, 2017; Kucuksuleymanoglu & Terzioglu, 2017; Tschannen-Moran & Gareis, 2015; Yasir et al., 2016). Previous literature on trust between teachers and administrators focused on teachers trust in administrators. This study examined the effect of teachers' perceptions of being trusted by their administrator(s) and the leadership behaviors of the administrator(s) which led to these feelings on the overall trust between teachers and administrators. This was found through a qualitative study consisting of semi-structured interviews of ten teachers who had experience with multiple administrators. This research found teachers who felt trusted had higher overall levels of trust with their administrators than those who did not and what administrator behaviors led to these feelings. Administrators need to choose words and actions showing trust in teachers to build a stronger trust relationship.

Committee: Nicole Williams (Committee Chair); Amanda Ochsner (Committee Member); Gillham John (Committee Member); Rahman Dyer (Committee Member) Subjects: Education; Education Philosophy; Educational Leadership

PHD, Kent State University, 2020, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

The purpose of this study was to examine the trajectory of bullying victimization from third through sixth grade, as well as the role that school-based factors play in predicting victimization in grade six. Victimization is associated with negative social, emotional, educational, behavioral, and psychological short term and long-term outcomes (Hawker & Boulton, 2000; Swearer, Grills, Haye, & Cary 2004). National survey research suggests that about 20% of youth ages 12 to 18 report being victimized at school, with school being the most common place for victimization to occur (Musu, Zhang, Wang, Khang, & Ouderkerk, 2019). Rates of prevalence tend to increase as students transition from elementary to middle school (Dinkes, Kemp, Baum, & Snyder, 2009). There has been limited research that closely examines the school-based factors that may be associated with the increase in victimization as students transition to middle school. This study utilized data collected as a part of a national study of youth development to explore victimization and associated factors during the later elementary years. A generalized linear mixed model examined the stability of the victim role in from third to sixth grade. A McNemar's test compared victimization prevalence in grades five and six. A binary logistic regression explored the predictive role of school-based factors on victimization in the sixth grade. Results suggest role instability from grades three to six, a non-significant difference in overall victimization for grades five and six, and the importance of teacher-focused factors in predicting victimization in sixth grade.

Committee: Karla Anhalt Ph.D. (Advisor); Cowan Richard Ph.D. (Committee Member); Schenker Jason Ph.D. (Committee Member) Subjects: Education; Educational Psychology; Psychology; School Administration; School Counseling; Teacher Education

Doctor of Education (Ed.D.), Bowling Green State University, 2019, Leadership Studies

Judy Jackson May, Advisor In recent years educational settings have offered increased attention to relationships between students emotional and physiological health and academic achievement. Some authors have reported high prevalence rates of social, emotional, academic and cognitive impacts of traumatic experiences on students in the school environment. To address these issues, a trauma-informed school culture (TISC) can provide an environment in which students who have been exposed to trauma are supported in a variety of manners such as relationship building and developing resilience where they are academically successful. Depending on the population and type of trauma investigated, reports show that 50-75% of youth in the United States are exposed to trauma. The consequences of such exposure is often exhibited in students' learning and behaviors, and the need to understand impact of trauma on students' learning and school behaviors has led to a push for effective trauma-informed treatment approaches in school systems. A review of current trauma literature shows a lack of research which assessed students' perceptions of school safety and positive school climate, especially as they relate to academic performance and school attendance. To address this gap, the present study was conducted to expand upon previous work which assessed a Midwest middle school district's development of a trauma-informed school culture, with the intent to measure student-reported perceptions of safety and positive school climate after delivering a trauma-informed professional development course to school staff. Two separate exploratory factor analyses showed that survey data collected from two student cohorts loaded similarly to create a 10-item measure of assessment for school safety and school climate. Cohort comparison analyses indicated a significant decrease in students' perceptions of school safety and positive school climate after delivery of a trauma-informed professional d (open full item for complete abstract)

Committee: Judith Jackson May Dr. (Advisor); Karen Johnson- Webb Dr. (Other); Matthew R. Lavery Dr. (Committee Member); Jaclyn D. Schalk Dr. (Committee Member); Chris Willis Dr. (Committee Member) Subjects: Educational Leadership; School Counseling

Doctor of Education (Ed.D.), University of Findlay, 2017, Education

While many studies exist on the impact of parenting discipline styles, few exist in the area of school administrator discipline styles. This study investigated if school administrator discipline styles impact middle school students' standardized test scores and school climate from the middle school teachers' perspective. Participants included 239 teachers from 21 middle schools. Grade 6-8 Language Arts and math state standardized test passage percentage results were analyzed and the Delaware School Climate Survey was conducted with teachers through an online format. Results indicate no significant difference between school administrator's discipline style and students' standardized test scores. A significant difference was found between school administrator's discipline style and school climate. The authoritative discipline style positively impacts schools. School leaders should work to implement this school discipline style over authoritarian, permissive, and disengaged discipline styles.

Committee: Rahman Dyer Ph.D (Committee Chair); Michael Scoles Ed.D (Committee Member); John Cindric Ed.D (Committee Member) Subjects: Education; Education Philosophy; Educational Leadership; Educational Tests and Measurements; Educational Theory; Middle School Education; School Administration

Doctor of Education (Ed.D.), University of Findlay, 2016, Education

This quasi-experimental quantitative study examined the relationships of stakeholder perceptions to school climate variables to first determine the climate of a school and then examine the variables to make further recommendations to improve climate within an elementary school. This school climate study used the five basic dimensions of the International Alliance for Invitational Education (IAIE) to measure school climate initiatives. The five dimensions include people, place, process, policy and programs. The dependent variables used in this study related to each of those five dimensions and strategic interventions that align to the dimensions were used to study impact on the independent variable of the stakeholder perceptions. The sample for this study was solicited from an urban elementary school in Ohio, in the Northwestern part of the state. The elementary school consisting of sixty staff members including certified and classified staff, one hundred students in grades five and six, and school families took part in the study. The stakeholders completed the Inviting School Survey-Revised (ISS-R) survey as part of the study in both paper and online formats. An additional question was added to the end of the ISS-R survey to gather anecdotal data to guide further research efforts. As predicted, the results of this study indicated that stakeholder perceptions are related to the dimensions of school climate. Implications of these results indicate that these relationships exist and additional research is necessary to determine the extent of these relationships. This research will further address the needs to improve school climate in elementary schools.

Committee: Natalie Abell Dr (Committee Chair); Melissa Cain Dr (Committee Member); Susan Johnson Dr (Committee Member) Subjects: Education; Elementary Education; Personal Relationships

Doctor of Education (EdD), Ohio University, 2016, Educational Administration (Education)

The purpose of this study was to determine whether or not the state requirement of participation in the Ohio Improvement Process has an impact on teacher-student interactions and/or relationships. The following research question was addressed: What are the salient characteristics of teacher-student interactions in two rural high schools with similar demographics but different connections to Ohio's protocol for educational improvement: One school required to participate in the Ohio Improvement Process (school A) and one that chooses not to participate in the Ohio Improvement Process (school B)? Two schools were selected for the study based on location, demographic make-up and their connection to Ohio's protocol for educational improvement. Teachers were asked to complete a short survey and complete Hoy's Teacher Academic Optimism Scale for Secondary Teachers (TAOS-S). The principal of each school was interviewed by the researcher utilizing questions similar to those in the teacher surveys, as well as additional questions regarding the implementation of new academic initiatives. Findings from the study indicate that stress between schools for male teachers was found to be statistically significant. In addition, teacher's stress between schools regardless of gender was found to be statistically significant; and teachers' self-efficacy between schools regardless of gender was found to be statistically significant. Finally, data from the interviews found that principal A lacked the knowledge and leadership skills necessary to implement the Ohio Improvement Process. This was reinforced in the data collected from teachers at school A, who also reported higher levels of stress and lower academic optimism scores.

Committee: Charles Lowery Dr. (Committee Chair) Subjects: Education; Educational Leadership; Secondary Education; Teaching

Doctor of Philosophy, The Ohio State University, 2015, EDU Physical Activity and Educational Services

This study evaluated the impact of the Fuel for Learning (FFL) Program, a mindfulness-based yoga and nutrition program on factors related to psychosocial well-being for children in urban low income schools. A pilot study found that following the FFL program, students decreased on teacher-rated inattention and student rated hyperactive and impulsive behaviors compared to a control group. The current study evaluated the impact of the FFL program on behavioral risk factors (inattention and hyperactivity/impulsivity) and social emotional skills (self-awareness) for an economically disadvantaged and ethnically diverse sample of students across two urban schools. Data analysis was completed using Repeated Measures Multivariate Analysis of Variance (RM MANOVA). This study did not find significant differences between the intervention and control group on the dependent variables. To determine if school was a contributing factor for changes observed over time, school was included as an additional between subjects factor. A significant interaction was found between school and time on self-rated inattention, F(5, 49)=2.722, p=.03, where School A improved on self-rated inattention more than School B. A significant interaction was also found for school, group, and time on self-awareness, F(5, 49)=4.044, p=.004. Multiple contrasts and profile plots revealed that the control group in School A improved significantly compared to the control group in School B, mean difference =13.0174, p=.003. The results suggest that school level and classroom level factors are impacting changes observed on the dependent variables. Directions for future research and limitations with regard to study design and challenges in consistency in intervention implementation are discussed.

Committee: Kisha Radliff (Advisor); Maryanna Klatt (Committee Member); Antionette Miranda (Committee Member) Subjects: Education; Psychology

Doctor of Education (EdD), Ohio University, 2015, Educational Administration (Education)

A study has been conducted in order to pursue an enhanced understanding of the accountability-focused work of high school principals in a large Ohio school district. This study examines the use by the principals of climate data for the purpose of school improvement planning. This study also identifies the data sets used by principals when creating annual School Improvement Plans (SIPs), especially when engaging in the Data-Driven Decision Making (DDDM) process. Interviews were conducted with seven principals in the district, which annually provides its principals with formal climate data. These data have been collected by the district and the teachers' association (union) from parents, students, and teachers. Principals, in this particular district, are required to create annual SIPs, but are not mandated to use any particular forms of data when creating such plans. This investigation sought to understand if the principals used the formally collected school climate data when creating SIPs and engaging in the DDDM process. Furthermore, the study sought to understand the manner in which and the extent to which the principals use climate data when creating their SIPs. The qualitative data from the interviews have been analyzed by the researcher through an emergent coding system. The study revealed that while the principals indicated that they value school climate data, they typically did not focus on the available formal school climate data when creating their SIPs and engaging in the DDDM process. Instead, the principals focused on using data sets related to state and federal school improvement mandates measured by Adequate Yearly Progress (AYP) standards. Furthermore, the principals in this study described having little or no training on the use of school climate data as part of the DDDM process for school improvement. This study suggests that principals may need to focus on understanding and improving school climate, in order to make plans for continuous improvem (open full item for complete abstract)

Committee: William Larson (Committee Chair); Gordon Brooks (Committee Co-Chair); Jerry Johnson (Committee Member); Amy Taylor-Bianco (Committee Member) Subjects: Education; Educational Leadership; Organization Theory; School Administration

Specialist in Education, Miami University, 2015, School Psychology

GED students and non-traditional adult learners are a vastly understudied population within the field of school psychology. However, we do know that individuals who do not have a high school diploma or GED have poorer life outcomes than their counterparts with high school diplomas and degrees from universities. This study examined the levels of mathematics and test anxiety in a sample of students enrolled in GED courses in order to see if a relationship existed between high academic anxiety levels and the decision to “drop out” of high school. Additionally, this study provides qualitative insight to the rationale adult learners had for leaving high school and returning to get their GED, as well as aspirations they have for their futures and how earning their GED will help them attain those goals. Significant findings, future directions for study of this population of learners, and implications for practitioners are addressed.

Committee: Susan Mosley-Howard (Advisor); Amity Noltemeyer (Committee Member); Paul Flaspohler (Committee Member) Subjects: Adult Education; Continuing Education; Education; Education Policy; Educational Leadership; Educational Psychology; Mathematics Education; School Administration; School Counseling; Secondary Education; Social Psychology; Teacher Education; Teaching; Vocational Education

Specialist in Education (Ed.S.), University of Dayton, 2015, School Psychology

The K-12 school environment is often a challenging and sometimes anxiety provoking environment for adolescents who identify as sexual minorities. Sexual orientation is a controversial topic; thus it is often difficult for schools to establish and implement policies for this population. Issues faced by sexual minority adolescents in school, include bullying, physical and emotional abuse, issues with acceptance, and dealing with the stress of coming to terms with their own sexual identity. Eight college students identifying as sexual minorities were interviewed in a focus group format to reflect on their K-12 school experience. The information provided in the current study illuminates difficulties, dangers and mistreatment of sexual minority youth in the K-12 school setting. The participants discussed experiences such as bullying and negative school climate. The pervasive heteronormative view present in many school settings often promotes anxiety and adversity for adolescents identifying as sexual minorities. Suggestions for improving school climate, including educating staff and students on issues related to sexual and gender identity, promoting a positive school climate for all students and providing interventions for students who are impacted by negativity within the school setting, are discussed.

Committee: Elana Bernstein (Committee Chair); Susan Davies (Committee Member); Molly Schaller (Committee Member) Subjects: Psychology

Doctor of Philosophy, Miami University, 2015, Educational Leadership

Skillful teachers are key to developing good schools. Because of this, understanding the school as a workplace is necessary to investigate why teachers leave and what encourages them to stay. The relationship between the principal, as the boss, and the teacher, as the employee, is one under-researched component of the school workplace which is important for developing a broad understanding of teacher turnover. This cross-sectional study uses a definition of principal mistreatment behaviors from the literature in the development of an original mixed method survey and a random sample of teachers from public schools in the State of Ohio to investigate how often principal mistreatment behaviors are experienced by a random sample of teachers in K-12 public schools. Mistreatment behaviors were paired with an opposite principal support behavior using Likert-style response options and were specifically focused on the 2012-2013 school year. Open-ended questions were included which asked for more general experience with principal mistreatment behaviors, effects on the teachers health, opinions about school culture and student bullying, and the effects of principal treatment behaviors on the teachers sense of efficacy and job satisfaction. The result of the study suggests that principal mistreatment and lack of support behaviors are widely experienced by teachers in the sample; however, these behaviors occur at a low frequency. Almost half of the teacher experienced severe level principal mistreatment behaviors, as defined by past research, during the school year. Mistreatment behaviors experienced by teachers resulted in a variety of teacher's health concerns. A majority of teachers considered the principal-teacher relationship as an important factor in their sense of efficacy and job satisfaction. It is recommended that the education of future teachers and principals include a model of administration leadership which is developed by actual teacher experience. Further researc (open full item for complete abstract)

Committee: Thomas Poetter (Committee Chair); William Boone (Committee Member); Kathleen Knight Abowitz (Committee Member); Andrew Saultz (Committee Member) Subjects: Educational Leadership; School Administration

Doctor of Philosophy (Ph.D.), University of Dayton, 2014, Educational Leadership

Despite the constant demands placed on schools to excel academically, there is a combination of core components necessary for school systems to be successful. Although schools want to offer a climate that is conducive to all of their stakeholders (staff, students, and family members) many of them strive to understand the existing climate and the impact it has on the school. Because measuring climate is difficult many schools struggle to find a valid means of gathering information in order to improve the school climate. The National Association of Secondary School Principals (NASSP) designed a second version of the Comprehensive Assessment of School Environment (CASE) survey to measure school climate in 2010 (the original version was designed in 1986) and, to date, it had not been validated. According to NASSP, the information gained from the survey can be utilized by schools to make better decisions for school improvement. The purpose of this research was to evaluate the construct validity of the 2010 version of CASE through exploratory factor analysis. Additionally, the researcher also analyzed the usability of the instrument's design, clarity, and ease of use by intended stakeholders at the local school level. The entry points for data collection in schools were a national random sample of high school principals (N=28) who were members of the National Association of Secondary Principals. The principals distributed an online link to the survey to the staff, students, and parents/guardians in their buildings, consistent with the CASE design. Over 4,000 stakeholders representing 28 schools across 21 states completed the CASE survey. A four-factor solution was derived from a factor analysis of combined responses from three groups of stakeholders (students, parents, and instructional staff). The four factors retained were: (1) Savvy Teaching Practices, (2) Student Responsibility and Safety, (3) Cohesive School Relationships and Belonging, and (4) Posi (open full item for complete abstract)

Committee: Carolyn Ridenour Ed.D. (Committee Chair); Thomas Lasley Ph.D. (Committee Member); Charles Russo Ed.D. (Committee Member); Keri Kirschman Ph.D (Committee Member) Subjects: Education; Educational Leadership; Educational Tests and Measurements