Educational Studies (General Education)
School of Education
Amy M. Olson
Liliana E. Castrellon
school culture, teacher burnout, time, administration
The purpose of this qualitative study was to promote a positive school culture in a Title I school by listening to veteran teachers’ voices about the policies and practices being implemented daily. The primary research question guiding this case study was: What are the perceptions of teachers, who have been in their position for 15+ years, about school culture in a Title I school? The secondary research question guiding this study was: What changes in policies and practices in a Title I school do veteran teachers suggest might improve school culture? Participants were purposefully sampled and included four classroom teachers in grades 4-8 who are currently on the formal teacher evaluation process, teach a state-tested content area, and have worked in the building for a minimum of 15 years. The data were collected through a writing prompt in which each teacher was asked to outline their typical day. Once teachers submitted their responses, semi-structured interviews were conducted. The qualitative analytic process was cyclical, and the data were initially coded utilizing open coding. Three themes emerged from the collected data: the mismatch between time and responsibilities, the mismatch between district policy and school procedures, and teacher burnout. The findings of this study indicate potential areas of improvement for the school.
Kim, G. (2023). IMPROVING SCHOOL CULTURE: TEACHERS’ PERCEPTIONS OF SCHOOL CULTURE IN A TITLE I SCHOOL AND THEIR BELIEFS ABOUT IMPROVEMENT (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/2175