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Williamsburg James City County
School Climate Survey Report
Spring 2011
Dr. Megan Tschannen-Moran
Educational Policy, Planning, and Leadership
The College of William & Mary
School of Education
PO Box 8795
Williamsburg, VA 23187-8795
757-221-2187
1
Williamsburg James City County
School Climate Survey Report
Executive Summary
This study provides insight into the perceptions of faculty, staff, and parents of the school
climate and culture within the Williamsburg James City County Schools. The results pointed to
areas of particular strength, where the quality of interpersonal relationships were serving the
mission of WJCC well. Areas of concern also emerged, primarily as themes within the
qualitative data. For the constructs where a comparison sample was available, the perceptions of
the WJCC faculty and staff were more positive than those of the comparison sample in every
instance except one, where it was equal to the comparison.
Academic Optimism is a construct that is a composite of three school climate measures
that are most closely related to student achievement: academic press, collective teacher efficacy,
and faculty trust in students and parents. It is especially encouraging that the perceptions among
WJCC faculty were stronger than the comparison samples on these measures. Faculty spoke to
the need for student engagement, for teaching the whole child, and maintaining a learning
environment that was orderly and serious. Parents were generally pleased with the level of
academic press in their child’s school, but would like to see greater support for particular groups
of students.
Faculty and Staff held somewhat stronger perceptions of community engagement than
parents, but all mean scores were above three (Sometimes) with faculty and staff perceptions at
both the elementary and middle school levels, and parent perceptions at the elementary level near
or above four (Often). Parents at all three levels expressed trust in the schools and teachers, with
a level of agreement between Somewhat Agree (4) and Agree (5) on a six-point scale. Parent
involvement was generally strong. Parents were appreciative of the efforts of the schools to keep
them informed and would like to see continued refinement of this strength.
Faculty dynamics were stronger or comparable to the comparison samples, with WJCC
faculty and staff reporting high levels of professionalism and organizational citizenship
behaviors among their colleagues. Faculty and staff trust in colleagues was also very strong, with
a mean of 5 on a 6 point scale (Agree). Faculty and staff generally expressed satisfaction with
their jobs, although the mean scores for morale were somewhat lower. Morale emerged as a
strong concern in the qualitative data. Teachers would appreciate greater recognition for their
efforts on behalf of students. WJCC faculty and staff perceived their principals as being
instructional leaders and collegial in their leadership style “Often” (i.e., 4 on a 5 point scale).
They also expressed stronger trust in their leaders than those in the comparison samples.
In terms of perceptions of problem behaviors, faculty and staff were most concerned
about student absenteeism, particularly at the high school level, with a mean response of
“sometimes” division-wide and close to “often” at the high school level. Faculty, staff, and
parent responses were all between “Very Little” and “Sometimes” regarding teasing, bullying,
and student intimidation as well as disorder in the hallways and classrooms. These concerns
tended to be somewhat stronger at the middle school level, although only “students making fun
2
of other students” topped the “Sometimes” level. They also indicated a strong sense of safety
overall.
Overall, these results indicate a school division with a strong emphasis on academics, a
high level of engagement with the community, productive working relationships among the staff,
and respect for school leaders. People generally feel safe and satisfied with their work, although
morale has suffered with the pressures of accountability and budget cuts.
3
Table of Contents
Executive Summary 2
Introduction 4
Academic Optimism 7
Academic Press (Faculty and Staff and Parent Perceptions) 7
Collective Teacher Efficacy 8
Faculty and Staff Trust in Students and Parents 8
Faculty and Staff Comments Regarding Academic Optimism 9
Parent Comments Relevant to Academic Optimism 13
Relationships with Parents and the Community 18
Community Engagement (Faculty and Staff and Parent Perceptions) 18
Parent Trust in the School and Teachers 19
Parent Involvement 20
Faculty and Staff Comments on Community Engagement 21
Parent Comments on Community Engagement 22
Faculty and Staff Dynamics 24
Teacher Professionalism 24
Organizational Citizenship Behaviors 25
Faculty and Staff Trust in Colleagues 26
Morale and Job Satisfaction 27
Faculty and Staff Comments Pertaining to Faculty Dynamics 27
School Leadership 33
Instructional Leadership 33
Collegial Leadership 34
Faculty and Staff Trust in the Principal 35
Faculty and Staff Comments on School Leadership 36
Perceptions of Problem Behaviors and Safety 39
Parent Comments on Problem Behaviors 41
References 43
4
Introduction
The Williamsburg James City County Schools commissioned a study of school climate
and culture in the school division during the 2010-2011 school year. School climate is “a
relatively enduring quality of the school environment that is experienced by participants, affects
their behavior, and is based on their collective perceptions of behavior in schools” (Hoy &
Miskel, 2008, p. 198), while school culture is “a system of shared orientations that hold the unit
together and give it a distinctive identity” (p. 177). School climate is typically examined using
quantitative survey methods, while school culture is studied using qualitative methods to assess
shared values, norms, and assumptions. Thus, a mixed-method study was designed that utilized
both established survey measures and an open-ended response option. Data were gathered
electronically during the last two weeks of February 2011.
Study Design
Two surveys were designed around a set of school climate variables that grow out of the
research literature and that have been shown to be related to student achievement. One survey
assessed the perceptions of faculty and staff and a second assessed the perceptions of parents.
School culture was assessed through responses to an open-ended short-answer response option at
the end of each survey.
Faculty and Staff Survey. The faculty and staff survey consisted of 100 items that
assessed various aspects of school climate. The survey was organized around ten theoretical
constructs that grow out of scholarly research on schools. These include academic press,
community engagement, teacher professionalism, organizational citizenship behaviors, collective
teacher efficacy, instructional leadership, and collegial leadership. Nearly 30 years of research
has demonstrated the strong, positive impact that a school’s climate has on student learning and
success (Tschannen-Moran, Parish, & DiPaola, 2006; Tschannen-Moran & Barr, 2004).
This study also assessed faculty and staff trust in students and parents, their trust in
colleagues, as well as in the principal. Trust is defined here as one party’s willingness to be
vulnerable to another based on the confidence that the other is benevolent, honest, open, reliable,
and competent (Tschannen-Moran, 2004). The level of trust in a school has shown to be
significantly related to student achievement (Goddard, Tschannen-Moran, & Hoy, 2001).
In addition to these ten research-based school climate measures, the WJCC faculty and
staff measure included descriptive measures of perceptions of school safety and of the extent of
certain problem behaviors.
Comparison samples were available for eight of the ten climate measures based on the
results of state-wide studies in Ohio and Virginia. Where results for the comparison samples
were included, they were based on 146 elementary schools in Ohio, 82 middle schools in
Virginia, and 97 high schools in Ohio.
Parent Survey. The parent survey consisted of 58 questions. These included parent
perceptions of academic press, community engagement, parent trust of the school and parent
trust of teachers. These constructs paralleled the theoretical constructs on the faculty and staff
survey. The parent surveys also included descriptive measures of parent involvement as well as
parent perceptions of school safety and perceptions of problem behaviors.
5
School Culture. School culture is a set of collective values expressed through norms,
stories, and tacit assumptions (Bolman & Deal, 2008). For purposes of this study, school culture
was revealed in the analysis of the comments made in the open-ended survey section. The
question on the faculty and staff survey asked “Is there anything else you would like us to know
about the working conditions and climate of your school?” On the parents’ survey, the open-
ended response asked “Is there anything else you would like us to know about the climate of
your child’s school?” The qualitative analysis made use of the constant comparative method in
search for themes or patterns that emerged across multiple responses. Where organizational
policies, practices, and processes were in alignment with the core values of participants, they
expressed satisfaction, enthusiasm, and positive energy. Where organizational conditions were
out of alignment with these core values, participants expressed discontent, frustration,
disappointment, and sometimes fear. Representative samples of these comments have been
reported under a paragraph that summarizes the predominant themes that emerged from the data.
Participants
Data were primarily gathered electronically. All teachers and building-level staff were
provided with the link and password to complete the survey. In addition, all division parents
were given the opportunity to participate as well, with the option to complete the survey
electronically or to complete a paper version of the survey. Parents were directed to complete the
survey in reference to the school that their oldest student in the division attended.
A total of 634 faculty and staff participated in the study, and 302 provided comments on
the open-ended final question. A total of 1092 parents participated in the study and 479 provided
comments in the open-ended final question. All schools and all levels in the WJCC School
Division were well represented among the participants in both the faculty and staff surveys and
the parent surveys (See Table 1).
Table 1. Participation By Level
Faculty-Staff Participants Parent Participants Totals
Elementary Schools 332 363 695
Middle Schools 121 263 384
High Schools 181 466 647
Total Participants 634 1092 1,726
Open-ended Comments 302 479 781
6
Limitations
The measures used in this study were originally developed for scholarly research in order
to assess the relationships between various variables. They were not designed for use to assess
the performance of individual schools. While these measures have been used in hundreds of
schools in a variety of states and contexts, the comparison samples used in this study were
limited to single state-wide studies in Ohio and Virginia between 1999 and 2003. Much has
changed about the culture of education in this country in the intervening years, so these
comparisons should be used with caution. In addition, the survey items on the Instructional
Leadership measure sometimes referenced “the principal” and sometimes “the school’s
administration” so the referent was somewhat ambiguous. A number of parents expressed
concern that they did not have enough first-hand experience to answer the questions regarding
perceptions of problem behaviors accurately so these results, in particular, should be regarded
with caution.
7
WJCC School Climate and Culture Results
Academic Optimism
The three climate measures that are most closely related to student achievement --
academic press, collective teacher efficacy, and faculty trust in clients -- are also closely related
to one another (Hoy, Tarter, & Hoy, 2006). Collectively, these three together are referred to as
Academic Optimism. Because these are the most potent variables when it comes to the core
mission of schools, the results of these three scales are presented first.
Academic Press
Academic press is the extent to which the school is driven by a quest for excellence.
Teachers and administrators set a tone that is orderly, serious, and focused on academics.
Students are held to high standards, work hard, and respect the academic accomplishments of
their peers (Hoy, Hannum, & Tschannen-Moran, 1998). To assess faculty, staff, and parent
perceptions of academic press, participants were asked respond to six survey items. The response
scale for academic press was a five-point scale, ranging from Never (1) to Very Frequently (5).
The mean scores among WJCC faculty and staff were higher than those of the comparison
samples at all three levels.
Academic Press
N
Faculty-
Staff
Perceptions
Parent
Perceptions
Comparison
Sample
Division Mean 15 4.03 4.02
Elementary 9 4.20 4.17 3.66
Middle 3 3.84 3.77 3.57
High 3 3.71 3.80 3.63
1 2 3 4 5
Division Mean
Elementary
Middle
High
Academic Press
Comparison Sample
Parent Perceptions
Faculty-Staff Perceptions
8
Collective Teacher Efficacy The collective sense of efficacy in a school is the sense that the faculty holds that it has
the capacity to achieve meaningful student learning in spite of whatever obstacles may be present
that might make learning difficult. The measure includes an assessment of the collective
perception of the school’s capacity for instructional practices as well as for student discipline.
Research has demonstrated that this belief in collective capability is positively associated with
student achievement (Tschannen-Moran & Barr, 2004). The response scale for the collective
teacher efficacy scale was a nine-point scale ranging from None at All (1), to A Great Deal (9).
Collective Teacher Efficacy Division Total Elementary Middle School High School
Collective Teacher Efficacy 7.83 8.00 7.71 7.44
CE for Instruction 7.86 8.02 7.76 7.52
CE for Discipline 7.79 7.98 7.64 7.35
Faculty and Staff Trust in Students and Parents
The relationships examined in this study included faculty and staff trust in students and
parents. Trust is defined as one party’s willingness to be vulnerable to another based on the
confidence that the other is benevolent, honest, open, reliable, and competent (Tschannen-
Moran, 2004). Research has demonstrated that each of these facets is important to building trust.
Previous research results have indicated that teacher perceptions of trust in students and trust in
parents were statistically indistinguishable, meaning that when teachers trusted students they also
trusted parents and vice versa. Compelling evidence suggests the importance of trust to high
performing schools (Goddard, Tschannen-Moran, & Hoy, 2001). The response scale for the
Trust Scales was a six-point Likert scale ranging from Strongly Disagree (1) to Strongly Agree
(6). The mean scores among WJCC faculty and staff were higher than those of the comparison
samples at all three levels.
1 3 5 7 9
Division Total
Elementary
Middle School
High School
Collective Teacher Efficacy
CTE for Discipline
CTE for Instruction
Collective Teacher
Efficacy
9
Faculty Trust in Clients Comparison
Sample
Division 4.50
Elementary 4.69 3.97
Middle School 4.33 3.43
High School 4.09 3.69
Faculty and Staff Comments Regarding Academic Optimism
The respondents who commented on topics relevant to Academic Optimism expressed
pride and satisfaction where they perceived a strong commitment to the academic success of
students. Some respondents expressed frustration or discouragement when they perceived that
students were not motivated to study hard or who were more motivated to achieve grades than by
an intrinsic interest in learning the material presented. The need for recognition for academic
success was also noted.
Supporting Students Engagement and Success [9 respondents spoke to this concern]
• [Our] staff is extremely student oriented and will do whatever it takes to make students
successful. In my opinion, the high achievement of the students is directly related to the
highly professional staff and their dedication to student achievement.
• Our principal and teachers work hard to make it a safe, nurturing environment for our
students.
• Despite the demographic composite of our students, continued high academic
achievement is accomplished by incredibly dedicated faculty and staff.
1 2 3 4 5 6
Division
Elementary
Middle School
High School
Faculty Trust in Clients
Comparison Sample
WJCC
10
• The students should be commended for their work to achieve the scores they do under
less than ideal conditions in their lives. Their teachers also work magic to get their
students to learn daily with so many pressing concerns coming from outside the
classroom. They are asked to do so much with less and less daily. There are not enough
hours in a school day to get it all done. With this said, it is important to recognize that
teachers cannot take on further responsibilities beyond the packed full duties they carry
now. If you give them something else to do...remember to take another
duty/responsibility away---but remember the students are our number one concern.
• The majority of the students I have in my classes do not strive hard to learn. Most of
them just want to know what they have to do to get a certain grade. The majority of my
students have difficulty studying. They often say that their inability to study effectively
prevents them from succeeding. Ensuring better independent study skills would improve
student motivation and in turn the climate of learning and the academic performance of
our school.
• The lack of motivation of our students is very troublesome. We have a substantial portion
of our student body that does not believe that their education is important and worthy of
their best efforts. They do not have high expectation for their future. Part of the reason for
this is that we have taken away much of the technical/vocational courses that we once
had. Students are forced to take classes that are available, not classes they want or feel
they need.
• There still is a general laziness among many students who want everything laid out for
them so they don't have to think. Teachers should not be held accountable for that
entirely. The teachers I know have high expectations but you cannot force a student to do
work if he/she has decided they do not want to do it.
• We honor our athletes, but not the strong students.
Teaching the Whole Child
A number of faculty and staff respondents expressed concern over the emphasis placed
on testing and the narrowing of the curriculum to meet accountability targets. Respondents
wanted to see greater emphasis on critical thinking, creativity, cultivating intellectual curiosity,
and perseverance. They were concerned for particular groups of students and would like to see
more opportunities for average and struggling learners, particularly a better balance between
college prep and career and technical options. [7 respondents shared this concern.]
• The working climate and level of professionalism in this school is excellent. Any
concerns would be along the lines of too much of an emphasis on testing, test taking
strategies and not enough emphasis on developing 21st Century Skills and creativity. I do
not blame the school for this, nor do I blame the district. It is the result of federal and
state mandates.
• We are over-testing our children and losing instructional time due to the amount of
testing done. It feels as if we are being required to teach to the test rather than being
allowed to teach the student at the level that they are at academically. The emphasis has
become a narrow SOL driven approach rather than an enriching learning environment
11
that nurtures critical thinking, stimulates creative thought, and develops intellectual
curiosity. We no longer teach the whole child.
• At times, I feel that academic success is the only thing that the Principal and district
administration looks at to validate a student. I have students that give their best effort all
the time and still will come up short academically. But perseverance and creativity is at a
high. We, as a district, need to promote the whole child not just the academic ability of a
student. Many of our great leaders, inventors, and entrepreneurs were not necessary the
smartest in the class but were those that worked hard, gave their best effort, and achieved
even when the odds were against them. I know we have NCLB to follow but the
importance of passing SOL's for AYP is killing the creativity that can promote high self
esteem and produce dynamic individuals to add to our society.
• The best part of each day? The children. They are great here. They are sweet, willing to
learn, and will do anything you ask of them. I think that we give our special learners not
enough credit. They have so much to offer, despite their learning disability or behavior
problem.
Student Discipline
Faculty and staff respondents valued a sense of partnership with school leaders to create
conditions that support positive student behavior. While some respondents expressed satisfaction
with the support they received in disciplining students, others expressed that they would like
more support than they are currently receiving. Respondents would like clarification and more
consistent enforcement of policies on matters such cell phones, dress code, and attendance. [30
respondents spoke to this concern]
• As a classroom teacher, I know I have the support of the administration and support
personnel so that I can maintain order in my classroom. When a student behaves
inappropriately, I can immediately send them to an alternative setting, removing him
from the classroom. This allows me to continue to teach those who want to learn. I can
also call parents and tell them their child has not performed well in class, and I get
parental support because the students return to school the following day behaving in an
appropriate manner.
• Our principal and assistant principal have implemented some wonderful programs to
motivate students in a positive manner (being proactive) rather than reactive with
punishment later.
• The administration at my school is doing a superior job tightening up the previously lax
standards at our school for student behavior.
• [Our administrators] are supportive of handling discipline problems that disrupt the
classroom. They both have a great relationship with the students and parents and this
translates into staff relationships as well.
• Our assistant principal gives invaluable support for students whose disruptive behavior
compromises their learning.
• My principal is a bit idealistic in his view of teenagers... [putting the principal] at odds
with older teachers who do not share the same assessment of teenagers.
12
• More consistency and support when dealing with chronic behavior issues and parent
concerns would improve working conditions and climate.
• At times teachers are frustrated by the lack of timeliness and lack of consistency with
which discipline issues are handled by administrators.
• The rules are in place to maintain student discipline but they are not enforced by all
teachers and all administrators. Students will walk by both teachers and administrators in
the halls with ear buds on, clearly listening to an MP3 player, yet they are not always
asked to remove them even though our school policy states no electronic equipment
allowed. The same applies to wearing hats. The behavior in the halls is not consistently
applied.
• Rules are arbitrarily enforced by administration making it difficult for teachers to enforce
discipline in classroom because there are few repercussions once it makes it to
administration.
• Overall we have a great school however there is a small population in our school that is
disruptive. It is not fair to students and staff to have a few students destroy such a good
environment. Too many students get chance after chance to behave. It is not fair to the
cooperative population and those trying to educate. We need some kind of alternative
school for HS level.
• There is more rowdy behavior from the students, less respect and less compliance from
many of them although there are still small groups of "good" kids and "good" students.
• Students have developed a defiant tone with teachers and frequently feel justified in
cursing out teachers, talking back, threatening a teacher’s job, etc. It has become a very
scary place to work and a very stressful environment in which to teach.
• The administration has low expectations for student behavior and does not back teachers
up in maintaining classroom expectations. The teacher is assumed to be at fault when a
student complains about anything. False accusations are left to fester in a teacher's file.
The administration does not enforce hall rules. Security and principals will walk by
students wearing hats and do nothing, yet teachers are expected to confiscate the hats.
• Discipline is not consistently handled by administration which is a big frustration with
the faculty. Too much enabling by administration over home circumstances of students is
lowering expectations with these students both in academics and behavior.
• Students are very disrespectful to teachers and teachers have very little recourse to
address the problem. Many parents have a very low opinion of teachers; there seems to be
contempt for the teaching profession.
• Parents, Teachers, Administration, AND Students are all capable of doing great work
together here at our schools. However, we are all limited when students do not attend
regularly. Until we hold students truly accountable for their presence and performance
with attendance policies, our growth as a school division will be severely limited.
Absenteeism is a huge problem.
13
• The lack of a strong attendance policy which would push parents to make sure that
students attend regularly severely hampers teachers' effectiveness and is a key factor in
high dropout rates and low SOL test scores.
Parent Comments Relevant to Academic Optimism
Parents expressed satisfaction with the climate of their child’s school when they felt that
their child was happy and well-cared for at school. They were pleased when they perceived a
climate that was respectful, trusting, responsive to parental concerns, and open to parent
involvement. Some parents expressed concern when they perceived a tone that was lacking in
warmth and was less respectful than what they would have liked.
• I could not have a higher opinion of the teachers, staff and programs. [The principal] has
created a dynamic environment that educates my kids both academically and socially;
[The principal] really is seeding the world with “responsible citizens and lifelong
learners”. From the teachers to the guidance department, to the cafeteria and custodial
staff, every single person is friendly, competent, caring and energetic, and models
behavior I hope my children will remember and emulate. I am grateful my children get to
spend their days in such a wonderful environment.
• I cannot say enough positive things about [my child’s school]. We are thrilled with the
climate of the school and my son is thriving there.
• The administrators and the counseling department work diligently to promote a safe and
friendly school climate. They are very accessible to parents, and promptly address
parent's concerns and questions. The school sponsors many programs which encourage
student leadership, moral development, and academic excellence. Students' academic and
athletic accomplishments are recognized at various recognition programs throughout the
school year, and parents are encouraged to take an active part in these celebrations.
• [This] is an awesome school. My child's teachers are exceptional and are not paid enough
to perform what miracles they do on a daily basis. The counselors are phenomenal as well
and the administration is off the chart unbeatable.
• [This high school] is an amazing school for my child. Her teachers are kind and caring.
She frequently stays after school with her teachers and they are helpful in whatever it is
that she needs. [This school] has always been very good with helping me and my child in
communication about school work and grades.
• We are fortunate to have had three children attend [this] high school and, in particular, be
under the tenure of [our principal who] possesses strong control over student behavior,
encourages creativity among the staff and is a fair and proper role model in all regards.
The student body is respectful of authority, talented and studious, yet seems to have fun
and enjoy age appropriate activities. More support of our teachers would be welcome,
especially given all the troubling rhetoric about public funds. We fully support the WJCC
school system.
14
• I have never been happier with the school climate or with my child's academic
instruction. Administrators put her best interest first in the decisions they make. I have
the utmost admiration and respect for the school administrators and staff.
• [The] teachers are awesome. I couldn't ask for a better set of teachers teaching my
children. Not only do they care but they go over and beyond what a teacher is supposed
to do.
• School office staff and teachers are accessible and very responsive to parent concerns. I
have always been satisfied that my concerns are addressed and issued resolved. Couldn't
be happier.
• Both the administration and teaching staff at [this school] set very high standards in all
regards. We couldn't be more pleased with the education our children are receiving.
• I think it is a wonderful school with a wonderful climate. Parents are made to feel
welcome any time and to participate in the school's activities. I think the school
administration and teachers show a great deal of mutual respect for one another. I think
that they are very organized, and run "a tight ship". We are extremely satisfied with our
experience there, as well as the quality of communication with the school.
• I am impressed with the leadership at this school and the efforts made to actively listen to
and respond to any concerns that parents or students may have. [This high school] fosters
a very supportive learning environment that shows a concern for the well-being of the
whole child that is not exclusive to academic progress alone.
• I cannot say enough about my son's guidance counselors, they have made him feel
comfortable with talking with them and have been a lifeline for him during personal loss
and in helping him map out his future.
• The support staff are awesome. They return your call as soon as possible and answer
questions. The guidance staff is great. They are a great team. Very helpful and pleasant.
These staff need a raise.
• The Attendance office is extremely helpful and appears extremely concerned. The
Resource Officers have been very helpful as well.
• The school's teachers have been very helpful as has the guidance counselors. However,
the office staff are sometimes impolite, especially to students.
• The staff in the front office of the school and the administration is very standoffish and
makes parents feel very unwelcome. The cafeteria is run like a prison and the aides in the
cafeteria treat the kids like animals and give them very little respect. My child is an A+
student in honors classes and she hates lunch because of how she and her friends are
treated. … I get the feeling from the administration that they don't like or get to know the
students. This is not a school that is nurturing children. It is run more from the standpoint
that all the students are guilty until they prove their innocents. I truly think that some
changes need to be made in how the administrative staff interacts with the students and
parents.
15
Academic Press
Parents expressed deep gratitude and appreciation where they perceived that school staff
provided an engaging, challenging, and meaningful learning environment for students. Some
expressed disappointment when they did not perceive the level of academic rigor that they would
have liked.
• We are incredibly impressed with [this school’s] staff and faculty. They do a great job
with a teenaged population that’s faced with many distractions and peer pressures. I
especially appreciate the athletic department’s insistence on academics first. Hats off to
all.
• My child has had some exceptional teachers who create dynamic lessons, challenge the
children academically, and treat the children with great respect. Unfortunately, my child
has also had teachers who are not prepared for class, do not work to help children in the
class understand the academic subject and do not treat the children with respect.
• Even though all 3 of my children have been key members of varsity teams, 2 of which
won the state championships, and so we all support the importance of athletics in a
balanced life, I think it is shameful that the entry hall is filled with pictures of athletes and
not a single plaque, picture or recognition of any sort of the students who excel
academically. Why do we encourage sports over study? …. I think the school sends
entirely the wrong message about the sports/study balance.
• I would have to say that overall my children have received a mediocre education. I have
invested hundreds of dollars for my children to receive math tutoring. There has been
very little rigor and lots of busy work. I have had four children go through WJCC
Schools over a 20 year period. I’m sorry to be so negative, and I don’t want to say that all
the instruction is poor. My children’s foreign language teacher … is excellent. I think
there has been too much emphasis on standardized tests that measure arbitrary knowledge
and too little emphasis on critical thinking skills. Better monitoring of instruction by
administrators with many years of experience in the classroom is needed. Great teaching
is priceless.
• I think the studying/teaching materials [are] not challenging and the practice to reinforce
what‘s been learned in the classroom has not being exercised. We believe practice makes
perfect. We expect that athletes and musicians would see their performance suffer
without practice, well, the same is true for students.
• While I recognize and admire the school division’s and state’s commitment to high
academic standards, I think the amount of homework my daughter is assigned (as a first
grader) is often excessive. I fear that this is driven more by the SOLs than by best
practices, and that it runs the risk of burning children out (not to mention taxing their
parents) at an early age.
16
Support for Particular Groups of Students
Parents expressed gratitude when they perceived that their child had been well served by
school personnel. A number of parent respondents expressed particular concern for specific
groups of students they wanted to see better served, including struggling learners, students with
special needs, minority students, and academically strong students. They wanted better access to
tutoring and extra help if needed.
Struggling Learners
• There are some teachers who are willing to go above and beyond to help and others that
will do nothing beyond the time spent in the classroom at all. My child sometimes needs
extra help with some of his classes. Some teachers have been great and others not at all.
There is a huge inconsistency here. Not every student is an honor student who "gets it"
right away. I feel that those students who aren't failing, but aren't excelling either, are
truly left behind. The "C" student is told he or she is doing well, but are they really? The
lack of help for this type of student is frustrating. They want to do well, but sometimes
need that extra help to do so.
• There are no classes for below grade level or slow students. My child has trouble
learning. … Not all kids are going to college and that seems to be all this school cares
about. My son needs classes too. There needs to be a high school here in town for trades.
Special Needs Students
• My son and I have felt welcomed and important members of his IEP team for the last 2
years at [this school]. This has been true during the middle school years (not at all during
elementary years). There are many people at [this school] as well at Student Services who
watch over him and provide guidance and caring support. Collaboration and open
communication keep us all on the same "page" which allows us to practice prevention
and avoid interventions.
• Our child receives special education services under category multiple disabilities. …Our
son's academic development in high school has been extraordinary. He is becoming more
and more prepared for the semi-independent life, work, family, and being a productive
member of community. Many staff have contributed to our child's success. SPED
teachers, regular ed teachers, even cafeteria and administrative staff, physical ed staff and
librarian staff. [This school] is a great place for students to learn. Finally, the student
body at [this school] creates a fun, inclusive environment for all students, even those
whose disabilities require a bit of accommodation. Curriculum for our child receiving
special education services has been very negatively affected by school cut backs.
Secondary curriculum instruction folks are disadvantaging students receiving special
education services in class cuts. They are unresponsive to parents’ calls to be more active
in the school community. Again, from our perspective, a case of an administrative
function undermining school based decision making and services.
• My son has a learning disability. I often wish that there was a classroom setting designed
to meet his needs without having to attend another school. Although the teachers try their
best to accommodate him, I think it’s hard for teachers to teach my son when he has
something that they have never heard of.
17
Average Students
• If a child does not fall in the high achiever group or the troublemaker group that child
becomes almost invisible.
• Students who are "average" even strong average get the weakest teachers. When I
compare the academic experiences of my two children (gifted v. strong average), my
child has had some unbelievably mean, sarcastic and uncaring teachers in the average
type classes (in general). These are the kids we have to engage, yet one or two hateful
teachers can turn off the learning faster than any principal or parent can fix it.
Minority Students
• I love this High School. It fosters a diversity culturally awareness. All students feel that
they fit in for who they are regardless of race, color or social status.
• I definitely think that minority children are treated differently, less expectations to follow
rules, dress codes. I think it is widely believed among students, some parents and teachers
that there are two sets of rules, two sets of discipline depending quite often with race and
ethnicity. This is something that really needs to be addressed.
• Historically Black Colleges and Universities are not greatly advertised in the Guidance
Department. There needs to be more encouragement for black students to attend college.
Strong Students
• [I] would like to see more activities/encouragement/motivations/help for advanced
students and gifted learners. In the lower grades, you can tell that it's cool to be good
academically. But this starts to disappear when it gets to higher grades - not cool
anymore. Would like to see some efforts to be made to promote the positive learning
environment.
• I have academically strong children and I think at times they have coasted rather than
being appropriately challenged and supported in that challenge...
• The focus of the administration for the most part is on the AP students, so the advanced
but not AP students are left to feel average and under supported.
Extra Assistance or Tutoring
• I was impressed with the back to school night teacher course synopsis and the availability
of teachers for help. I do not believe my child avails himself of the help but I've
emphasized to him to ask if he needs help. Front office and the guidance counselor have
been very helpful. My child prefers the climate immeasurably over his middle school due
to the increased independence.
• I've found it very difficult when trying to get assistance from my child's teacher as far as
her progress and getting additional help for my child.
• Although there is always after school help given by the teachers, I think that sometimes
there should be more help tailored to the individual student and that teachers should be
able to form study groups of students who are having the same problem and meet
regularly. I also think that there should be some kind of tutoring service that teachers
should know about if a parent is able and willing to pay for it.
18
Relationships with Parents and the Community
Teacher and Parent Perceptions of Community Engagement
Community engagement is the extent to which the school has fostered a constructive
relationship with its community. This measure describes the degree to which the school can
count on the involvement and support of parents and community members, and the extent to
which the school provides the community with information about its accomplishments (DiPaola
& Tschannen-Moran, 2005). It is assessed using 8 items on a five-point scale. In previous
research, this measure has demonstrated the next strongest correlation to student achievement
after the three component of Academic Optimism (Tschannen-Moran, Parish, & DiPaola, 2005).
Teacher Perceptions Parent Perceptions
Division-wide 4.00 3.83
Elementary 4.10 3.96
Middle School 3.94 3.59
High School 3.75 3.66
1 2 3 4 5
Division-wide
Elementary
Middle School
High School
Perceptions of Community
Engagement
Parent Perceptions
Teacher Perceptions
19
Parent Trust in the School and Teachers
Parents were asked to rate their level of trust in the school and of teachers, along the five
facets of trust. The parent trust in school measure consisted of five items and the measure of
parent trust of teachers consisted of seven items. The response scale was a six-point Likert scale
that ranged from Strongly Disagree (1) to Strongly Agree (6).
Trust of
School
Trust of
Teachers
Division-wide 4.95 5.10
Elementary 5.16 5.33
Middle School 4.61 4.78
High School 4.63 4.73
1 2 3 4 5 6
Division-wide
Elementary
Middle School
High School
Parent Trust in the School and in
Teachers
Trust of Teachers
Trust of School
20
Parent Involvement
Parents were asked the extent to which they attend parent-teacher conferences, attend
school events, and volunteer for activities at school. Results tended to be somewhat higher at the
elementary level than at the middle and high school levels. Mean scores for attending parent
conferences and attending school events were typically at 4 (Often) or above, while the mean
scores for volunteering fell between 3 (Sometimes) and 4 (Often).
4.42
4.73
4
3.9
0 1 2 3 4 5
Division-wide
Elementary
Middle School
High School
I attend parent-teacher
conferences
4.26
4.46
4.02
3.92
0 1 2 3 4 5
Division-wide
Elementary
Middle School
High School
I attend school events
3.61
3.9
3.27
3.06
0 1 2 3 4 5
Division-wide
Elementary
Middle School
High School
I volunteer for activities at school
21
Faculty and Staff Perceptions of Community Engagement A theme that emerged from faculty and staff respondents was that they would like to see
a greater sense of partnership with parents, including more parent involvement and parental
support for students’ academic success. [19 respondents spoke to this theme.]
• The teachers at this school are extremely hard working and care about the students and
each other. The parents in the community help all students in the school and care about
the school as a whole unit.
• Our Faculty and Staff work very hard and well together to fulfill our mission statement of
creating lifelong learners. If parents aren't backing us up at home, such as making
homework a priority, success is slower to come.
• We have noticed over the years a decline in parent participation. Either the parents are
stressed and over worked or they feel the school is doing an excellent job.....so they do
not need to attend workshops etc.
• Parental involvement is lagging quite a bit in the last two years. We rarely see fathers at
activities. The number of mothers actively supporting their child's school is running low
this year.
• I have found that there are some parents who are unwilling to work with teachers and
support their children. I have found teachers to go the extra mile to help their students but
this is not always reciprocated by either the student or their parents. As a teacher, I find
[my school] to be a very professional and supportive atmosphere. If I ever feel
discouraged, it's largely due to students who don't do their homework, who think school
is a joke, who are disrespectful to me and sometimes to other students and parents who
do not support the learning process.
• Many parents are not involved due to more demanding job time, lack of transportation,
and/or lack of knowledge.
• We feel that we work always to the best interests of the students, but parents prefer a high
grade over high achievement and will openly attack teachers without evidence or
conference with the teacher. Teachers live in a state of constant fear of parents and
administration.
• Parental involvement is weak. Only a handful of parents actually run the PTA. We have
difficulty getting families engaged. Many do not feel the need to participate or return
notes and information. The administration is afraid of standing up for the school or for
teachers.
• [Our principal] assumes if a parent complains, the teacher is wrong and he/she needs to
adjust and make changes. The principal has no confidence in the teachers that they are
competent and able to make good judgment calls.
22
Parent Perceptions of Community Engagement
Similar to the faculty and staff who reported a desire for a greater sense of partnership
with parents, a number of parents expressed a desire for a greater sense of partnership with their
child’s school. Some parents expressed concern that their offers of support or attempts to get
involved were not well received.
• The overall impression is that … input, feedback and assistance from parents is not
needed or welcomed. I came into the school very eager to volunteer and be active in my
children’s learning, as I have done in previous schools...Unfortunately I was met with a
“we are fine, we’ll take care of your kids...go on home” attitude.
• Involve the parents. I never see my child's work or tests. I have NO idea how my child
will do on their report card this week. I never received a midterm report. We can't help
our children if we don't know how they are performing. … Edline is not usable if the
teachers don't put the information on it.
• Parents aren't invited to volunteer unless you maybe have a student in athletics or the
band, etc. There is little communication from the administration. I am a concerned and
involved parent with my younger children's school, however, I get the impression that
parent involvement is not welcome at [this school]. The administration has not been very
welcoming of parents. However, my child's teachers have always replied to my inquiries
and concerns.
• There have not been many opportunities to volunteer in my child's classrooms or at the
school in general.
Parent Perceptions of Communication
Communication emerged as a strong theme among parent respondents. Parents expressed
satisfaction when they perceived open and active communication with their child’s school and
discontent when the quality or quantity of communication with their child’s teachers and school
leaders was not what they would have hoped. Parents appreciated Edline when it was used
consistently and expressed frustration when it was not. A number of parents expressed concerns
about the lack of parent conferences at the middle school level.
• Most of the teachers are great about informing us of daily and weekly assignments. If we
ever have a problem we have been able to talk to that teacher and usually we can come up
with a fix between teacher/parent/student.
• I have been greatly impressed with the use of Edline. However, in 3 years of middle
school, I have never been contacted for a parent teacher conference. I suppose this is
because my child does well in school. What I can say is that I have always been able to
communicate with all of my child's teachers using email and have always had and
concerns addressed immediately.
• I have 2 girls at [this middle school]. They are doing well and their teachers keep us very
well informed about homework assignments, grades, and anything we need to know
about. We are very happy with Edline and look at their reports every day. I don't know
about the internal workings of the school but I am happy with the way the girls are
learning there.
23
• I am thankful for the "climate" of communication which is afforded by Edline. Frequent
inspection of my son's progress/grading and e-mail with his teachers has been an
immense benefit to me, as a parent. I have e-mailed teachers quite often, and have always
received replies. Meeting with teachers at the “open house” activities (High, Middle and
Elementary School) has been quite satisfying, also. Meeting and talking with them has
convinced me, with just a few exceptions, they are all top notch teachers and good
people. I think I would like to have some kind of communication channel with the
Principal, and get a periodic report of what he is doing with the school. I did e-mail him
once, and never got a reply.
• We just need the teachers to keep us up to date on homework assignments or any
concerns via Edline or email. My child has one teacher that does this on a daily basis and
it's awesome!!! Since in Middle School there is not any parent teacher conferences, it's
very important for us, as parents, to be able to communicate with the teacher if we feel
there is a need.
• Communication with parents is inconsistent depending entirely on the teachers'
conscientiousness in updating Edline to provide information about grades and
assignments. I've complained [about] not having enough info from teachers to support
and guide my child and be rebuffed with statement that teachers have no "requirement" to
communicate with parents. I hope that your survey can provide some incentive for
administration to view parents as resources for children's education and require them to
communicate consistently. This is especially true for advanced placement (AP) and
advanced classes that have excessive requirements and workloads for teenagers.
• Communication is a problem and very inconsistent. Most teachers are wonderful and
maintain their Edline accounts; others only send updates once a quarter. Information
about extracurricular activities is difficult to obtain. I suggest a listing of extracurricular
activities with their sponsor’s names be added to the school website. Athletics could also
use better communication. …. My child’s coaches have often changed times and places
without notifying the athletes and parents.
• [I] would recommend the school division to require all teachers to update Edline a
minimum of twice per week. This is a great tool for parents to use to help their kids
which teachers are always complaining about but the tool is not used by all teachers
regularly.
• The school web site needs to be the central point of information with up to date info
unfortunately that's not the case… It would be a huge benefit if you relooked at structure
of the page. It's not exactly the most user-friendly page. … It's an easy way to shine and
show off.
• I would like to see more communication (on the webpage) about after-school
programs/clubs and about PTA activities.
• There is quite a bit of contradictory information given to parents and students. The daily
announcements may say one thing while the various sections of the school web page say
another and the teachers tell the students yet a different version. An administrator needs
to be assigned to check all parts of online communication to make sure it is up-to-date
and correct.
24
Faculty and Staff Dynamics
Teacher Professionalism
Teacher professionalism describes teacher behavior characterized by commitment to
students and engagement in the teaching task. Professional interactions among teachers are
cooperative and teachers are supportive of one another and teachers respect the professional
expertise of colleagues (Hoy, Hannum, & Tschannen-Moran, 1998). Teacher professionalism has
been correlated with student achievement (Tschannen-Moran, Parish, & DiPaola, 2005). This
measure consisted of seven items, with responses on a five-point scale. The mean scores among
WJCC faculty and staff were higher than those of the comparison samples at all three levels,
with mean scores above 4 (Often) at all three levels.
WJCC Comparison
Sample
Division-wide 4.32
Elementary 4.43 4.07
Middle School 4.21 3.93
High School 4.14 4.09
1 2 3 4 5
Division-wide
Elementary
Middle School
High School
Teacher Professionalism
Comparison Sample
WJCC
25
Organizational Citizenship Behavior Organizational citizenship behavior is exemplified by teachers who go above and beyond
the minimum requirements of their contract to contribute to the smooth functioning of the
organization (DiPaola, & Tschannen-Moran, 2001). The construct is measured on a 12 item
scale with a five-point response set. Organizational citizenship has been shown to be related to a
positive working environment, job satisfaction, and student achievement. The mean scores
among WJCC faculty and staff were higher than those of the comparison samples at the
elementary and middle school levels, and was comparable with the comparison sample at the
high school level.
WJCC Comparison
Sample
Division-wide 4.06
Elementary 4.14 3.80
Middle School 4.01 3.66
High School 3.90 3.89
1 1.5 2 2.5 3 3.5 4 4.5 5
Division-wide
Elementary
Middle School
High School
Organizational Citizenship Behavior
Comparison Sample
WJCC
26
Faculty and Staff Trust in Colleagues
Faculty and staff trust in their colleagues was assessed by eight items that asked
participants to report their level of agreement with statements aligned with the five facets of trust
(benevolence, honesty, openness, reliability, and competence) on a six-point scale from Strong
Disagree (1) to Strongly Agree (6) (Hoy & Tschannen-Moran, 2003). Research has linked
faculty trust in colleagues to student achievement. The mean scores among WJCC faculty and
staff were higher than those of the comparison samples at all three levels.
WJCC Comparison
Sample
Division-wide 5.05
Elementary 5.16 4.76
Middle School 4.92 4.48
High School 4.84 4.40
1 2 3 4 5 6
Division-wide
Elementary
Middle School
High School
Faculty Trust in Colleagues
Comparison Sample
WJCC
27
Faculty and Staff Morale and Job Satisfaction
Faculty perceptions of morale and job satisfaction were assessed on a five-point scale
ranging from Never (1) to Very Frequently (5). The mean scores for morale were between 3
(Sometimes) and 4 (Often). The mean scores for job satisfaction were higher, between 4 (Often)
and 5 (Very Frequently). Scores for both morale and satisfaction were generally higher at the
elementary level.
Division-wide Elementary Middle School High School
Faculty morale is good at this school. 3.66 3.79 3.46 3.47
I am satisfied with my job at this school. 4.31 4.38 4.20 4.20
Faculty and Staff Comments Regarding Faculty Dynamics
Working Conditions
WJCC faculty and staff value a positive, supportive, and respectful working environment
that is student-oriented and where everyone works together to meet high standards. They
reported flourishing in an atmosphere where high expectations are balanced by support and in
which people are both working hard and having fun. They appreciated being treated like
professionals and having opportunities to grow professionally. Attributes of a working
environment they valued included one that was warm, cooperative, united, happy, and relaxed.
[42 respondents reported satisfaction with the working conditions at their schools.]
• [This] feels like a highly professional place to work. I feel respected and supported by
both administration and parents. I feel a camaraderie between all communities here:
among teachers; within the strong teacher-student relationships; and among the student-
student relationships. We take to heart a high level of expectations for ourselves and our
students, and the nurturing environment we all experience makes it possible to achieve a
great deal. Most members of the [our school] community, students and teachers included,
experience the joy and rewards that come from working hard and having fun doing so.
• We have excellent working conditions. The school is great and the staff are trying their
best to teach and work with the students every single day. The administrations and
support staff are excellent. I find the people within my department extremely supportive.
Teachers cooperatively work on lessons, activities, etc. to enhance student learning.
Teachers volunteer to act as mentors to students in the building who are not necessarily in
their classes. The administrators are visible in the halls and classrooms on a regular basis.
• [This school] is a great place to work because of the commitment by all of its staff
members to go above and beyond in all that they do - their encouragement of learning for
all students, their care and nurturing of the many personal and social needs of all
students, the camaraderie and support of each staff member, and the relentless creativity
and willingness to work beyond given standards.
28
• Thanks to the great leadership of our principal, we have made incredible progress in our
building. Our scores are terrific, but even better, when you walk in the building and see
kids at work, you know that you are in a climate that fosters success and pride. Students
know they are cared about, know that they can succeed, and know that their teachers will
help them make their lives better. We have a professional learning community and a
climate that fosters positive strides in both staff and students. This success is due in
combination to a great principal and to energetic and committed staff members who are
very happy to be working at our building. We are a staff that is blessed by a strong
community, a great staff, students who are ready to learn, and parents who, for the most
part, support our efforts and initiatives. I wouldn't want to work anywhere else.
• Many visitors to this school have remarked frequently about the warm, positive
environment and clean physical plant that they have experienced. Students feel safe and
support each other in academic and social endeavors. The staff frequently shares its areas
of expertise for the benefit of other teachers and students. Administration and staff are
respected by a supportive, broader school community.
• [Our school] is a very positive working and learning environment where students are the
primary focus of everything that happens. Decisions are based on what is best for
students and what will promote learning with best practices and compassion.
• Students respect faculty and enjoy coming to school. Teachers and administration work
through conflicts constructively together and come up with innovative ways to improve
the school environment. … The students are served in a variety of ways at the school and
the environment will keep improving under the current administration.
• As a staff we are empowered and supported by our administration to conduct our classes
in accordance with the highest standards yet also with individual creativity. While our
individual grade level and specialist teams are quite tight with each other we still
experience an overall sense of team with our school as a whole and enjoy what we feel
makes us special. Staff commitment to every student is high. Sometimes the best climate
in a school is one that is not "regulated" on a continual basis.
• [Our school] is an amazing school. Just ask anyone who walks into our building...they
often will comment on the overall climate of the building indicating that it is warm and
welcome. It is a happy place to be for students, teachers, and families alike.
• [This] is a wonderful, very professional, yet (overall) fun, relaxed place in which to
work. We maintain very high standards, but do so in a way that the children benefit and
grow beyond their ideas, and teachers want to continue to allow them to do so.
• I really feel that this is a school that "works". We do many, many things in and out of the
regular school day that gives our student's many opportunities for learning, expressing
and achieving. I take pride in working at this school and work hard to offer positive
opportunities for student learning.
• [Our school] is an exceptional place to work. There is much teamwork among teams and
among the faculty in general. The principal takes an active role in creating a positive
school climate.
29
• Overall I think we have good working conditions, and within the school our teachers/staff
have good, professional working relationships.
• Efforts are being made to bring staff members together for a common goal of serving our
children. Efforts are being made to provide positive feedback to staff and to enhance the
learning process for all. I am very happy to working at [our school] this year.
• It has been an absolute joy to teach at [my school]. The faculty and administration expect
nothing but the best from each other and their students. Expectations are clear, students
are expected to give their best, and everyone is accountable.
• Teachers are awesome. All teachers work with the high expectations of students reaching
higher goals in the classroom. Support is evident throughout the building.
• I feel that this is a great place to work. Student needs are the primary focus. The staff
works together for the good of all students.
• We have been working very hard to create a positive, uplifting environment for the
students and staff at [our school].
• After many years of teaching in different states, and several school divisions, [this] is the
best staff that I have ever worked with. I can't imagine myself working anywhere else.
The staff here are GREAT collaborators and always go the extra mile, putting the child's
needs first. ... They have to use their own money to fund projects that explore various
levels of critical thinking.
• Overall this school and county is a good place to work and teach. It could be made better
by allowing teachers more freedom to create and innovate methods to change the hearts
and minds of students.
• Most of my fellow teachers are hard working and very dedicated. I am impressed with
most of the teachers who teach at my school.
• I believe my school is a wonderful place for students to learn and teachers to grow
professionally. I believe morale is high in our building.
• I enjoy working at my school. It is a warm and friendly environment. Teachers and staff
support and care for one another.
• We have so many dedicated teachers. These teachers give their own time to students after
school, before school, and some have even had weekend study sessions for SOL review.
• I feel really lucky to work at [my school], the administration is trusting and the teaching
staff is supportive.
• Our principal treats [the] staff with professional respect and allows us to do our jobs.
Because staff morale has increased, student morale has increased also.
• Great building, great staff, great parents, great job. I love it.
• This is by far the best school in which I have had the privilege to teach!
• [My school] is a great place to work. I have nothing but great things to say about the
students I teach and the people I work with.
30
Morale
Faculty and staff reported that morale suffered in their buildings when important values
were not fully evident in the tone, policies, and practices of their schools. Morale was low in
schools where trust had been damaged and where faculty did not feel that they could count on
the support of their colleagues or leaders. Faculty and staff reported high levels of stress in
response to increasing accountability pressures. [16 respondents reported that the morale in their
building was low.]
• Morale has been very low the last 2-3 years. The No Child Left Behind Act, including
SOL's, is suffocating the educational system and the learning process.
• A lot of the camaraderie among the faculty has been lost over the past 3 years. The staff
is stressed, the pressure to get the students to perform well on SOL's is tremendous. It
feels like the whole focus of the school environment is test based. …Recess is very short,
the children unable to burn off excess energy, which manifests itself in disruption in the
classroom. Planning periods are almost totally consumed by meetings.
• The faculty is stressed from the high-stakes situation. I think the students and parents
sense the stress and negativity. A parent recently told me that "[This] just doesn't feel like
a happy, fun, place. It feels more like a military school."
• I KNOW that we CAN make every student successful, but am not sure of the best way to
achieve this given the circumstances. I have worked at a lot of schools in many different
positions and have never seen a school quite like this. I think the extra pressure is taking a
toll, despite the 'support' and all the hard work of the teachers.
• Morale at the school feels to be very low, and it has been this way for a long time. The
faculty often feel stressed, pressured and over-scrutinized. They feel unencouraged and
unsupported by the administration. I think the teachers do a wonderful job of striving for
excellence in spite of this, however, and our students receive a great education, due to
their hard work, talent and perseverance.
• At times, the stress level is unbearable. The teachers and support specialists have always
worked closely to ensure competence for all students, believing in the WJCC mission of
fostering lifelong learning and independent thinking.
• I think our school is a terrific school in so many great ways but I believe we do have a lot
of room to grow with regard to improving our overall school climate in the years ahead.
• Morale has deteriorated over the past few years and teams working effectively with each
other has declined substantially.
• Many staff members stay in their classrooms because they have learned not to trust each
other because of the climate and negativity. The morale at this point is at a critical level.
• Across the division, teachers are frustrated with the number of initiatives that have been
added on each year without removing something. Higher numbers of students in their
classes, lack of raises, and the stress we all feel associated with closing the achievement
gap contribute to feelings of frustration and fatigue. For the most part, we have no control
over these factors (particularly the reality of the budget and our high numbers of students
who need intensive remediation) but these factors definitely impact climate.
31
Collaboration and a Spirit of Teamwork
Teachers and staff members expressed that they value time to work together to plan and
collaborate on problem solving. They expressed satisfaction when they experienced a sense of
teamwork. They registered discontent when a collaborative culture was not evident in their
schools. [7 Faculty and Staff made comments regarding this area.]
• Every teacher … is so focused on what is best for all of their students regardless of
demographics. It is an environment that stresses "everyone can." Those who need help,
get it and by many different caring hands. I feel incredibly blessed to teach here and to be
on a completely collaborative team where everyone plans together, shares lessons and
treats each other as equals.
• Staff must be given time to talk and share and help each other. With that said, I think that
more effort has to be placed on climate, and a welcoming attitude for the exchange … of
information. More than anything is the time it takes to understand and work with people
who can be inspired to unimaginable heights of achievement if given the gift of time,
encouragement and patience.
• Team building experiences are needed to develop relationships professionally. As much
as some teams say they plan together it doesn't happen as frequently as it should. New
teachers or teachers reassigned from different grades should be given full support from
team leaders. Collaboration SHOULD include sharing of ideas and materials but this
does not happen consistently.
• I would like to see teachers work together more when planning lessons and to bring a
more positive attitude towards their job. … I feel I could do a better job with a more
positive faculty.
• Time for planning and implementation of lessons and activities that benefit students is the
greatest obstacle.
Stresses Regarding Schedules, Resources, and Expectations
WJCC faculty and staff valued having the time to do their jobs well and the resources
necessary to best meet student needs. Some faculty and staff reported that they were stressed by
the expectations being placed on them to meet higher accountability targets with diminishing
resources. They reported feelings of frustration, fatigue, depression, resentment, and burnout.
• I believe the large number of students and reduced planning greatly affects are ability to
design creative and interesting lessons for the students, as was accomplished in the past. I
do not feel as though I am teaching to the best of my ability as I have in previous years
and I am constantly struggling to keep up with grading and planning. I sorely miss the
individual attention I once offered students. Generally speaking, we are exhausted and
cannot offer our very best to the students, help them in most productive manner, or
maintain classrooms of high interest under the current circumstances. We need additional
planning time/ and or fewer classes.
• With our expanded class schedules teachers are finding it hard to meet and get done
everything they need to in a day. Cross curriculum planning has all but disappeared along
32
with time for parent teacher conferences. Because of the increase in classes and students
it is impossible for all core class teachers to meet during the day for more than 20
minutes (our lunch). The lack of planning time has become the biggest obstacle for
teachers in this building (with the exception of 6th grade which was unaffected by the
changes). One planning period is just not enough time to plan lesson, set up conferences
(again not all grade level teachers share the same planning time), assess student work, set
up cross curriculum activities, and prepare class materials. We have constantly been
asked to do more and more with less and less.
• The teacher work load is increasing significantly each year. I work seven days a week,
twelve plus hours a day, and still find myself struggling to find a few more minutes to
complete chores that need completing. I am well planned, thoughtfully prepared, and still
unable to find enough time to teach the curriculum as thoroughly as the children deserve.
This is because of the wide span of abilities and special needs within my classroom. It is
impossible to complete all the tasks given to teachers in a high quality manner. …We
have little to no professional dialogue.
• We are overwhelmed and asked many times to do more for the students, but we are
stressed as it is to teach everything required in the time frame given. As a result, the
enthusiasm and joy of teaching seems to have gone by the wayside. The frustration we
feel at pushing students forward who are not yet ready weighs on many of our minds.
• Expectations are very high for the faculty and the workload is also very demanding.
Many extra hours are needed to complete the work. Planning time is limited and
frequently used for meetings, and parent conferences.
• We are under stress due to this year's increase teaching time/student contact hours and
reduction in planning time. We are teaching more students for more hours during the day.
We have fewer hours to prepare, reflect on our teaching, meet/connect with parents, and
meet with our colleagues to discuss student achievement.
• Many teachers are working nearly day and night to stay ahead of their game. Classes are
large. Students are unruly and the climate for learning is not the best.
• My frustrations don't have to do with the "climate" of my school. It is the ever increasing
demands and stress of this career....Although I am a "seasoned" teacher, my job is far
more stressful than when I first started teaching. I used to LOVE teaching, but lately I am
feeling very burned out.
• Recently [my] team has carved out a time to plan together (it has to be lunch time) and
this is very helpful. But then again, I resent that I have to take my lunch time to plan.
With no raises, cost of living rising, and more and more demands, the outlook is
depressing many days.
• When adding programs, expectations, and responsibilities to teachers' expected duties
take away other programs, expectations, or responsibilities to balance the work load.
• The new middle school schedule is grueling!
33
School Leadership
A set of three leadership variables are salient aspects of school climate: instructional
leadership, collegial leadership, and faculty and staff trust in the principal. Although these
variables are typically not found to be directly related to student achievement, they are indirectly
related to achievement through their relationship to other school climate variables.
Instructional Leadership
Instructional leadership consists of a set of six items that assess teachers’ perception that
their principal is interested and aware of what is going on in teachers’ classrooms and is involved
in providing meaningful professional development opportunities for teachers. At the same time,
the principal lets faculty know what is expected of them and maintains high standards of
performance. The mean scores were highest at the elementary level.
WJCC
Mean
Division-wide 4.19
Elementary 4.31
Middle School 4.17
High School 3.85
1 2 3 4 5
Division-wide
Elementary
Middle School
High School
Instructional Leadership
34
Collegial Leadership
Collegial leadership is characterized by behavior of the principal that is supportive and
egalitarian. The principal is considerate, helpful, and genuinely concerned about the welfare of
teachers. The principal is open to exploring all sides of topics and willing to make changes.
(Hoy, Hannum, & Tschannen-Moran, 1998). The mean scores among WJCC faculty and staff
were close to 4 (Often) and these were higher than those of the comparison samples at all three
levels.
WJCC Comparison
Sample
Division-wide 4.05
Elementary 4.05 3.85
Middle School 4.16 3.88
High School 3.95 3.82
1 2 3 4 5
Division-wide
Elementary
Middle School
High School
Collegial Leadership
Comparison Sample
WJCC
35
Faculty and Staff Trust in the Principal
Faculty trust in the principal consists of eight items that assess the five facets of trust:
benevolence, honesty, openness, reliability, and competence in relationship to the school leader
(Hoy & Tschannen-Moran, 2003). The response set for this measure was a six-point Likert scale
ranging from Strongly Disagree (1) to Strongly Agree (6). The mean scores among WJCC
faculty and staff were between slightly and somewhat agree, and they were higher than those of
the comparison samples at all three levels.
WJCC Comparison
Sample
Division-wide 4.83
Elementary 4.88 4.61
Middle School 4.88 4.56
High School 4.64 4.51
1 2 3 4 5 6
Division-wide
Elementary
Middle School
High School
Faculty Trust in the Principal
Comparison Sample
WJCC
36
Faculty and Staff Perceptions of School Leadership
Faculty and Staff expressed a strong sense of gratitude where they perceived that their
administrators were supportive, trusting, accessible, and respectful. They appreciated being
treated like professionals. They wanted to feel that their concerns were heard and taken seriously.
And they valued participating in the decisions that affected them. [25 respondents spoke to this
topic.]
• I have never experienced a better work environment. This is due to our administrator. …
I can say that our principal has clearly created an extremely productive staff that share his
vision of education. He has no favorites in this school and treats us all with the same
respect, courtesy and instead recognizing only a few, he commends the staff for all
having a hand in the school's successes as well as short comings. I am blessed to be a part
of a large educational team and could not feel more motivated as I walk through [the]
doors each morning.
• I am treated as a professional and as an adult at [this school]. I feel that I can take my
concerns to administration without fear of ridicule, or embarrassment. I cannot stress
enough how wonderful [that] is. And that makes all the difference in the world. Also, the
students at [this school] seem to enjoy being at school, for the most part. They are
involved, and excited about learning. I think that trickles down from the top as well.
Administrators make teachers feel good, then teachers make the students feel. It's a great
cycle.
• I love working at [with this administration]. They treat us like professionals, trust their
staff to do their job and make good decisions without micro-managing us. [Our principal]
does expect us to work together and problem solve conflicts like adult professionals.
• I have the utmost respect for [our administrators] and although they expect a lot, we rise
to meet that standard. They make school a fun and safe place to learn and they know how
to balance everything we have on us in this day and age. Our teachers demand the highest
quality of our students and it shows.
• I feel the principal sets a good example for the staff. She is always in the building and she
moves around from room to room while here. She eats in the cafeteria. She knows the
students. She is quite effective in my opinion.
• [Our principal is] very approachable, always keeps the door open, and seems to "get"
what teachers need. We don't want much, just a pat on the head once in a while. And if he
has a problem with something, he tells you so you can address it.
• I believe that [my school] provides an atmosphere which supports the mission of WJCC
due to the leadership of the principal and the professionalism of the staff.
• Our principal has instituted initiatives that indicate he is dedicated to improving student
performance, and he addresses faculty concerns fairly. The current administrative team
has the respect, as well as the support, of the faculty and staff.
• Our principal and vice-principal do expect a lot from their teachers, but give them the
support and trust necessary to be the professionals they are.
37
• I am very happy and comfortable. Our principal promotes a wonderful open door
environment. She supports us as teachers with respect and dignity. This is a great place to
work !!!!!!
• All teachers should have input into their professional work. Teaching is more than just a
job. It is a way of life.
• [Our school has] a wonderful atmosphere for both students and staff. The administration
is very supportive and willing to listen to ideas and concerns.
• The principal and assistant principal successfully implement an effective shared decision-
making leadership model.
• The working conditions at [our school] are very good. The leadership addresses issues
quickly and professionally concerning students, parents and staff.
• This particular school is phenomenal!! And that is, I believe, a direct result of
administration and their support and involvement.
• The climate in the building and morale have improved significantly. Teachers feel
supported and there is follow-through with issues. We are so grateful!
• Wonderful principal and assistant principal who are sensitive, approachable, kind, caring,
cooperative and work well together.
• Our principal and assistant principal are a good team and both seem to really care about
our students and staff.
Teacher Recognition and Positive Feedback
WJCC faculty and staff would enjoy more explicit expressions of appreciation, and
having a greater sense that their hard work is noticed and valued. They want to feel respected and
trusted as professionals and expressed distress when this was not the case. [22 respondents
expressed that this value was not fully met.]
• This is a beautiful family-friendly environment to work in, and I am lucky to have it. But
a good social environment with mutual respect and time built in the day to prepare …
would be a welcome change. …Truly there could be more acknowledgment for a job well
done and a feeling of job security would be nice…. We are all on the same team and we
all matter.
• There are a lot of good things happening in the classroom but I do not feel [our
administration] knows about them.
• I like coming to work every day because of the students that I teach and the teachers that
I work with. I wish that I felt supported by my administration, but I do not.
• We seldom hear any feedback about what we're doing or accomplishing, with the
exception of general platitudes in staff meetings.
• Teachers care deeply about the students, but are unappreciated, and undervalued as
professionals.
38
• I love my job and working with students. There are times that staff feels underappreciated
for all their hard work and it truly hurts the morale of the staff.
• I like the teachers I work with and I love my students, but I by no means feel that I am
treated or respected as a professional. …I come in early and stay late, but I get the strong
feeling that that is not appreciated any more -- it is simply expected of me.
• I believe the school and division administrations need to communicate a sense of
empathy and appreciation for the amount of time that middle school teachers are now
devoting to "just keeping up" with our schedules and grading.
• I think that "kinder" e-mails telling us what we are doing right would be day brighteners
rather than receiving general e-mails addressing the mistakes made by a few teachers.
• It's as if the principal doesn't trust the teachers to do their job. We have incredible
teachers in this school, who work long hours to ensure that they are able to meet the
needs of each of their students. Yet we never [feel] confidence from [our] principal.
• The teachers support each other more than anyone could ever imagine. I would like
principals held accountable for improving the school morale. A positive comment or a pat
on the back would be nice once in a while. I think it's been way too long for the teachers
at my school since any of us have gotten any of those.
• Teachers who choose to stay here and teach do so, not because they want an easy job, but
because they truly want to make a difference in the lives of these children. Someone
needs to recognize that these teachers are doing amazing things. … The teachers here
support each other, though, in a beautiful way.
• Recognition for extra time and effort put into maintaining a positive learning
environment while dealing with large class sizes, no pay increases and an increase in
behavioral and academic needs would help improve climate.
• I believe the teachers at [this school] work very hard, but receive little recognition from
their peers and the community.
39
Perceptions of Problem Behaviors and Safety
Faculty and Staff as well as parents were asked their perceptions of problem behaviors. In
addition, they were asked their perceptions of student safety. Most of the responses fell in the
“sometimes” to “very little” range (response scale: 1= Not at All, 2 = Very Little, 3 =
Sometimes, 4 = Often, 5 = A Great Deal). For faculty and staff, the top concern was student
absenteeism, with a division-wide mean of 3 (Sometimes). This concern was followed by
concerns about student teasing, bullying, threatening and intimidating one another. The
perception of the prevalence of these behaviors was between 2 (Very Little) and 3 (Sometimes).
Parent concerns mirrored faculty and staff concerns when it came to teasing, bullying, and
intimidation. A number of parents noted in the comments section that they didn’t feel that they
knew enough to answer the questions in this section accurately and wished that a “Do Not
Know” response had been offered. Others simply skipped these items.
Faculty and Staff Perceptions of Problem Behaviors
Division
Mean
Elementary
Schools
Middle
Schools
High
Schools
Student absenteeism 3.01 2.73 3.09 3.81
Students making fun of other
students
2.89 2.69 3.18 3.19
Bullying 2.68 2.53 2.94 2.86
Students intimidating other students 2.52 2.30 2.84 2.85
Disorder in hallways 2.49 2.19 3.02 2.87
Disorder in the classrooms 2.48 2.30 2.70 2.79
Students threatening other students 2.36 2.16 2.62 2.68
Students feeling fearful of other
students
2.34 2.14 2.60 2.70
Fighting or physical conflicts among
students
2.32 2.14 2.54 2.67
Threats of violence toward teachers 1.67 1.47 1.80 2.15
Sexual harassment 1.64 1.20 2.16 2.43
Drug use 1.55 1.06 1.75 2.82
Alcohol use 1.51 1.06 1.65 2.73
Gang activity 1.44 1.16 1.61 2.10
40
Parent Perceptions of Problem Behaviors
Division
Mean
Elementary
Schools
Middle
Schools
High
Schools
Students making fun of other students 2.73 2.52 3.17 2.94
Bullying 2.46 2.28 2.83 2.62
Students intimidating other students 2.35 2.12 2.78 2.59
Students feeling fearful of other students 2.17 1.94 2.57 2.47
Disorder in the classroom 2.15 1.91 2.46 2.56
Fighting or physical conflicts among
students
2.14 1.87 2.54 2.54
Students threatening other students 2.10 1.84 2.53 2.43
Disorder in hallways 2.08 1.72 2.59 2.64
Drug use 1.50 1.06 1.71 2.61
Sexual harassment 1.47 1.11 1.89 2.16
Alcohol use 1.47 1.06 1.65 2.53
Gang activity 1.40 1.13 1.67 1.91
Faculty, Staff, and Parent Perceptions of Safety
Faculty and staff perceptions of student safety were assessed on a 5-point scale, while
parent perceptions of student safety were assessed on a six-point Likert scale ranging from
Strongly Disagree (1) to Strongly Agree (6).
Faculty Perceptions of Safety Division Elementary Middle High
I feel safe while at school. 4.67 4.77 4.66 4.39
Students feel safe in this school. 4.49 4.68 4.30 4.11
Parent Perceptions of Safety and Discipline
I don’t have to worry about my child when he/she is at school. 4.95 5.17 4.50 4.71
My child is safe at school. 5.03 5.25 4.65 4.74
My child is safe going to and coming home from school. 5.11 5.26 4.85 4.90
My child can talk to someone at school if they do not feel
safe.
5.06 5.27 4.70 4.78
Student discipline is enforced fairly and consistently. 4.75 5.02 4.36 4.36
My child’s school has enough extra-curricular activities to
keep him/her engaged.
4.69 4.68 4.43 4.99
41
Parent Comments about Problem Behaviors
In the comments section, parents expressed concerns about a number of problem
behaviors. Chief among these was the problem of bullying. Also mentioned were inappropriate
sexual behavior and drug and alcohol use.
Bullying
• My son is the victim of bullying often. He is a student with a few special needs and he is
picked on in every class he attends. He does not feel safe to get help or to tell anyone. He
is made fun of for asking questions and the other students are allowed to harass him as he
tries to learn.
• Throughout my daughter’s educational experience in James City County School District,
she has grown so much in knowledge, and has grown to trust others. But as far as
bullying goes, I feel that there is no safe zone, when children with disabilities are
concerned. … Our daughter is loving and caring, but as most students with disabilities,
she is always on her guard from mental attacks from other students. Bullying is a difficult
thing to catch when it occurs, and harder to see, when it's a mind game. I am afraid for
my daughter when she goes to high school.
• My son tells me that a lot of problems with bullying and fights occur in the cafeteria and
the hallways.
• None of my children have been bullied, but they have been concerned for classmates who
were bullied in class or in the cafeteria during lunch. I was dismayed to hear of faculty
members ignoring bullying/harassment incidences in their classrooms, although guidance
acted immediately when my kids became worried about classmates being harassed by
other students and expressed their concerns to guidance.
• There is a huge amount of intimidation, bullying, pushing around kids in the hallways,
etc. Students learn that if they are polite to the teacher’s face they can do anything they
want when the teacher’s backs is turned. A child being bullied is highly unlikely to get
help from the school unless the parent becomes involved to a point where the child gets
picked on even more for having mom & dad always around. There are some very good
and caring people at the school. While they may not be aware of what is going on they do
their very best to protect the student if the bullying, etc. is pointed out to them.
• My child has told me [about] ‘gangs’ that regularly hang out in the hallways and harass
only certain students who pass by. It is completely race-based with racial slurs being
freely thrown at passersby, who if they say anything, immediately get physically
threatened. … While I’m sure it’s your stated goal to ensure all are treated equally
without regard for race, creed, color or sex; what is in fact occurred is looking the other
way and setting clear double-standards in full view of students. I’ve repeatedly spoken to
my child about NOT taking what he’s seeing and experiencing (in the hallways) and
making blanket conclusions based on race. This school is NOT making this task easy.
Academically, I think the school is great and there is a fantastic sports/extra-curricular
program, but I worry that my child will form completely inaccurate perceptions (and
resulting resentments) now that will be very hard to change later in life... no one needs to
proceed through their lives poisoned in such a manner.
42
Inappropriate Sexual Behavior
• Sexual misconduct between students, (either verbally or physically), texting, and unruly
behavior is prevalent inside the classroom and hallways and teachers neither have the
time, energy, or inclination to correct those actions. School dress code is NOT enforced
as it should be. It is appalling that students are allowed to enter the school/learning
environment dressed the way some do. I feel that students have become increasing more
disrespectful towards teachers, administration, and each other in the last 4 years. Overt
sexual behavior has become the norm, openly defiant disrespect is acceptable, and the
teachers have limited power in how they can enforce disciplinary actions without losing
valuable class time.
• I am concerned about the climate at [the middle school]. I feel there is sexual harassment
occurring towards girls from boys and I am not convinced that some of the teachers
recognize it as such.
• As a mother of a teenage boy, I can tell you that I don't always hear much about exactly
what is going on. I ask and unless something is really wrong, I don't hear much. I haven't
heard about fighting or bullying but I have heard about a great deal of PDA in the halls
and "alcoves." My son isn't really disturbed by it, but does think that it is inappropriate as
do I.
Alcohol and Drugs
• I have been dismayed at least twice that disciplinary actions were not taken with athletes
who were caught in violation of school policies on alcohol because they were competing
in regional or state meets. This message has been transmitted through the student body to
mean, "If you are a good enough athlete, you can get away with anything and not get in
trouble." Again, this is not the message we need to send.
• I have heard from more than one student that there is a lot of drug use but no more at this
school than the other two schools.
• There is an enormous drug and alcohol problem at [this school]. My child was basically
harassed into experimentation in the 10th grade. … As a family we do not approve,
condone or allow illegal drinking, drug use, and we feel we are in a huge minority.
• In my opinion, use of marijuana, and especially alcohol by local teens continues to be
greatly underestimated by parents in our community.
43
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