Effects of a Culture and Climate Initiative at a Rural Missouri High School

Abstract

The purpose of this study was to determine the impact of a culture and climate initiative on teacher satisfaction and motivation at a rural school district in Missouri. Research has shown teacher satisfaction and motivation to be integral components of the overall academic success of students (Tichnor-Wagner, Harrison, & Cohen-Vogel, 2016). The research questions used to guide this study were answered based upon quantitative pre-survey and post-survey data from a 35-statement culture and climate survey derived from the book School Culture Rewired: How to Define, Assess, and Transform It by Gruenert and Whitaker (2015). Qualitative data were also collected throughout the study in the form of field notes taken by the researcher at culture and climate committee meetings to document ideas, strategies, goals, and feedback of committee members. The findings of this study revealed the culture and climate initiative implemented had a significant impact on the perceptions of teachers and support staff members in the areas of teacher collaboration, professional development, unity of purpose, collegial support, and learning partnerships. However, the culture and climate initiative did not result in a significant impact on the perceptions of teachers and support staff in the area of collaborative leadership. The goal of school administrators and teachers is to create a school culture and climate conducive to high levels of student achievement (Robinette, 2016). The satisfaction and motivation of teachers play a vital role in accomplishing this desired environment (Angelle, 2017). Culture and climate initiatives may serve as a feasible strategy for accomplishing this goal.