An Assessment Of The Climate At Greenwood Elementary School, Des Moines, Iowa

Abstract

The problem. There are a number of varied populations that a single school community finds itself attempting to serve. Students, parents, central administration, teachers and other staff members have different perspectives, thoughts and concerns regarding their school. This study is designed to determine present group perceptions in a given school community. Procedures. The CFK Ltd. School Climate Profile was administered to students, parents, central administration, teachers and other staff members associated with or served by this school. Responses to the profile questionnaire by these various groups comprise the data for this study. An analysis of variance for the differences between means of the five groups on both "What Is" and "What Should Be" was run by the Computer Center at Drake University. Differences between means of "What Is" and "What Should Be" in the combined groups with the t being the test statistic was also run by the Center. The Scheffe Method was used to compare differences between pairs of means in the area where the analysis of variance was significant. Findings. In comparing the mean differences between groups in responses to climate characteristics for "What Is" there appeared to be eight pairs of means that were significantly different. The Scheffe Method of Comparison was used to compare the eight significantly different pairs of means and for the item characteristic of effective teaching and learning strategies "What Is" there was a significant difference between means for teachers and students with the students viewing this characteristic more positive than teachers. The results or comparing differences between means for "What Is" and "What Should Be" across all groups indicate that there is a significant difference between the "What Is" and "What Should be". The direction of difference is that the "What Should Be" mean across all groups was greater than the "What Is" mean across all groups. Conclusions. There is very little difference in how the previously mentioned groups perceive the climate at Greenwood School. The climate is perceived by the various groups as being good but not ideal. Teachers are more critical of their effectiveness than any of the other groups and administrators are the most positive about the school's climate.