Investigating High School Teachers Perceptions of School Environment.Report as inadecuate

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This study examined public high school teachers' perceptions of school environment, focusing on satisfaction, collegiality, teacher-student relationships, discipline, principal leadership, equity, and teacher influence. It also investigated differences in attitudes by gender. Participating teachers from 8 schools in the Southern United States completed the Teacher's School Environment Survey. Data analysis indicated that teachers generally had positive perceptions of their school environments. Most enjoyed teaching in their current schools and did not want to leave the profession. Most thought their principals provided positive educational leadership. They also believed that most of their colleagues had a professional commitment to education and that they worked well with other teachers. They had good relationships with students and cared about students' interests and needs. Most believed they had certain influences on students. They were concerned about discipline, but they did not view it as a serious problem in their schools. Teachers perceived that there was racial inequality in their schools. There was an overall significant difference by gender in teachers' perceptions of their school environments, with females perceiving their school environments more favorably than males. (Contains 39 references.) (SM)

Descriptors: Collegiality, Discipline, Educational Environment, Equal Education, High Schools, Instructional Leadership, Principals, Racial Bias, Secondary School Teachers, Sex Differences, Teacher Attitudes, Teacher Influence, Teacher Student Relationship

Author: Huang, Shwu-yong L.


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