A STUDY OF THE RELATIONSHIP BETWEEN

SCHOOL CULTURE AND STUDENT ACHIEVEMENT

by

BRENDA CAROL ADAMS CUNNINGHAM

B.A. Southeastern College, 1977

W
M.A. University o f Central Florida, 1988
IE
A dissertation submitted in partial fulfillment o f the requirements
for the degree o f Doctor o f Education
in the Department o f Educational Research, Technology and Leadership
EV

in the College o f Education

at the University o f Central Florida
Orlando, Florida
PR

Fall Term
2003

Major Professor: Douglas Magann

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 UMI Number: 3110049

Copyright 2003 by
Cunningham, Brenda Carol Adams

All rights reserved.

INFORMATION TO USERS

The quality of this reproduction is dependent upon the quality of the copy

W
submitted. Broken or indistinct print, colored or poor quality illustrations and
photographs, print bleed-through, substandard margins, and improper
IE
alignment can adversely affect reproduction.
In the unlikely event that the author did not send a complete manuscript
and there are missing pages, these will be noted. Also, if unauthorized
EV

copyright material had to be removed, a note will indicate the deletion.

PR

UMI
UMI Microform 3110049
Copyright 2004 by ProQuest Information and Learning Company.
All rights reserved. This microform edition is protected against
unauthorized copying under Title 17, United States Code.

ProQuest Information and Learning Company

300 North Zeeb Road
P.O. Box 1346
Ann Arbor, Ml 48106-1346

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 W
IE
©2003 Brenda Cunningham
EV
PR

ii

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 ABSTRACT

This study was developed to produce data about the overall cultures o f selected

Florida elementary schools. It was intended to contribute to the existing body o f

knowledge on collaboration, collegiality, and self-efficacy as related to student

achievement. Focus for this study was provided through three research questions: (a) to

determine to what extent elementary schools scoring in the top 33%, the middle 33%, and

the bottom 33% on the School Culture Survey differed on various demographic elements,

W
(b) to determine what differences, if any, existed between the overall culture o f selected
IE
Florida schools and student achievement, and (c) to determine what relationships, if any,

existed between each o f three key areas o f school culture based on student achievement.
EV

The population o f this study was comprised o f all elementary school teachers

employed with Orange County Public Schools (OCPS), Orlando, Florida during the

2002-2003 school term. OCPS is the 14th largest school district in the United States with
PR

urban, rural, and suburban schools. Data were generated from a population o f 61

elementary schools (60.4%) following the distribution o f survey instruments to 102

elementary schools.

Based on a review o f related literature and the research findings it was concluded

that there was a relationship between the overall culture, the collegiality, and the self-

efficacy o f the elementary schools in this study and the reading achievement o f students

in those schools.

iii

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 I would like to dedicate this study to my mother, Helen F. Adams Catalano,

taught me the importance o f hard work, honesty, and integrity. She inspired me to

persevere through tough times and to always strive to be the best person I could be.

W
IE
EV
PR

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 ACKNOWLEDGMENTS

The completion o f this study would not have been possible without the support

and guidance o f my committee members: Dr. Douglas Magann, chairman, Dr.

Rosemarye Taylor, Dr. Lea Witta, Dr. George Pawlas, and Dr. Wayne Burroughs. I

appreciate their guidance, patience, and expertise.

I would like to thank my dear colleague and friend, Mr. Drew Hawkins, for his

technological assistance and support through all phases o f this process. I would also like

W
to thank Dr. Thomas Naus and Mr. Richard Navarro o f Orange County Public Schools,
IE
and Dr. Morgan Wang from the University o f Central Florida for their thoughtful

assistance and support. Additionally, I would like to thank Mrs. Elda Nunez for her
EV

willingness and patient assistance with the survey portion of this study.
PR

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 TABLE OF CONTENTS

LIST OF FIGURES x

LIST OF TABLES xi

CHAPTER 1 - PROBLEM STATEMENT AND DESIGN COMPONENTS 1

Introduction 1

Purpose 2

Statement o f the Problem 2

W
Definition o f Terms IE 3

Delimitations 4

Limitations 4
EV

Assumptions 5

Significance o f the Study 5

Conceptual Framework 6
PR

Research Questions 9

Population 10

Data Collection and Instrumentation 10

Data Analysis 11

Organization of the Study 12

vi

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 CHAPTER 2 - REVIEW OF LITERATURE 13

Introduction 13

Definition and Effects of School Culture 14

Elements o f School Culture 16

The Key Elements o f Collaboration, Collegiality, and Efficacy 25

School Leaders and Cultural Influences 37

Summary 44

CHAPTER 3 - METHODOLOGY 46

W
Introduction IE 46

Problem Statement 47

Population 47
EV

Data Collection 48

Instrumentation 49

Research Questions 50
PR

Data Analysis 51

Data Analysis for Research Question 1 52

Data Analysis for Research Question 2 53

Data Analysis for Research Question 3 53

Summary 54

CHAPTER 4 - ANALYSIS OF THE DATA 55

Introduction 55

Population and Demographic Characteristics 56

vii

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 Research Question I 57

Research Question 2 64

Research Question 3 66

Summary 70

CHAPTER 5 - SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 72

Problem Statement 72

Methodology 72

Population and Data Collection 72

W
Instrumentation IE 73

Data Analysis 74

Summary and Discussion o f Findings 75

EV

Research Question 1 75

Research Question 2 79

Research Question 3 80
PR

Conclusions 86

Implications and Recommendations 87

Recommendations for Future Research 91

viii

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 APPENDIX A. Survey Instrument 93

APPENDIX B. Survey Cover Letter 96

APPENDIX C. Follow up Letter 98

APPENDIX D. Follow up E-Mail 100

APPENDIX E. Permission to Revise Instrument 102

APPENDIX F. Permission for Human Subjects 104

LIST OF REFERENCES 106

W
IE
EV
PR

ix

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 LIST OF FIGURES

1. Years o f teaching experience at present school 57

2. Years o f total teaching experience. 59

3. Racial diversity (mix) o f faculty 61

4. Gender diversity (mix) of faculty 62

5. Percentage o f students scoring at levels 3 and above on the 2002-2003

4th grade FCAT Reading between groups formed by culture scores 64

W
6. Percentage o f students with free or reduced-price lunch
(poverty indicator) and percentage o f minority (non-white) students
IE 81
EV
PR

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 LIST OF TABLES

1. Years o f teaching experience at present school 57

2. Years o f total teaching experience. 59

3. Racial diversity (mix) o f faculty 60

4. Gender diversity (mix) of faculty 62

5. Percentage of students scoring at levels 3 and above on the

2002-2003 4th grade FCAT Reading between groups
formed by culture scores 64

W
6. Percentage of students with free or reduced-price lunch
(poverty indicator) and percentage o f minority (non-white)
students
IE 81
EV
PR

xi

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 CHAPTER 1

PROBLEM STATEMENT AND DESIGN COMPONENTS

Introduction

School culture is important today because o f increased focus on higher curriculum

standards, assessments, and accountability. Among others, Peterson (2002a) contended

that standards-based reform efforts could fail without a culture that values and supports

change.

W
Collaboration among teachers is one o f the best forums for instructional

improvement (Blase & Blase, 2001a). Collaboration in schools can bring about
IE
meaningful educational change. Lyman & Foyle (1998) stated: “The interactions within

these teams as well as interactions o f staff with each other, students, and parents have
EV

tremendous impact on the climate o f the building— the achievement o f individuals within

the building and the morale o f all who work there” (para. 2).
PR

School improvement efforts in the past have focused on traditional beliefs

promoting individual professional development. However, these traditional beliefs have

grown into contemporary professional development theories emphasizing teamwork and

collegiality. Smith & Lindsay (2001) stated: “Teaming leads to a collaborative

community, greater productivity and a sense o f fulfillment among the people o f a unit,

department, company or organization” (p. 70).

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 Purpose

Research in the early part of the 21st century suggests that professional staff

development is a means to an end— improved student achievement. Research also

suggests that traditional staff development programs may neglect the influence o f school

context and culture. One example is research conducted by Hamilton and Richardson

(1995) who concluded that group collaboration and empowerment were strongly affected

by the interaction o f the staff development process and school culture. “The

effectiveness o f a staff development program may be related to the social norms within a

W
school that encourage teachers to discuss their beliefs and practices” (p. 367).
IE
Similarly, Saranson (1982), and Schiffer (1980), indicated that failure to

understand school culture has inhibited educational innovations. DuFour (2001) stated:
EV

Creating a collaborative culture has been described as ‘the single most important

factor’ for successful school improvement initiatives, ‘the first order of business’

for those seeking to enhance their schools’ effectiveness, an essential requirement

PR

o f improving schools, the critical element in reform efforts, and the most

promising strategy for sustained, substantive school improvement (p. 15).

At the time the present study was being designed, it seemed clear that there was a need to

determine the connection between school culture and student achievement.

Statement o f the Problem

The problem o f this study was (a) to determine to what extent elementary schools

scoring in the top 33%, the middle 33%, and the bottom 33% on the School Culture
2

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 Survey differed on various demographic elements, (b) to determine what differences, if

any, existed between the overall culture o f selected Florida schools and student

achievement, and (c) to determine what relationships, if any, existed between each of

three key areas of school culture based on student achievement.

Definition o f Terms

The following definitions are included to clarify terminology usage in the present

study:

W
Collaboration: Collaboration is when professionals meet and work together to
IE
solve instructional, organizational, or curricular issues.

Collegiality: Collegiality is the way adults treat each other, such as creating a
EV

friendly environment and offering emotional support.

Florida Comprehensive Assessment Test: The FCAT is an assessment

administered in the spring of each year to students in Grades 3-10 in the State o f Florida.
PR

The FCAT was developed to improve teaching and learning in order to meet higher

educational standards found in the Sunshine State Standards (SSS) and improve student

achievement in Reading, Writing, and Mathematics. The SSS portion o f the FCAT is a

criterion-referenced test. The FCAT also contains a norm-referenced portion that is used

to compare the performance of Florida students to the performance o f students across the

United States.

School Culture: School culture is defined as the beliefs, attitudes, and behaviors

that characterize the school in terms o f (a) how people treat and feel about each other; (b)
3

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 the extent to which people feel included and appreciated; and (c) the rituals and traditions

reflecting collaboration and collegiality (Phillips, 1993).

Self Determination/Efficacy: Self determination, or efficacy, is the feeling of

ownership or capacity to influence decisions.

Student Achievement: Student achievement is defined as the percentage o f

students scoring at levels 3 and above on the Florida Comprehensive Assessment Test

(FCAT) Reading. The Florida Comprehensive Assessment Test (FCAT) Reading is

currently administered in grades 3 ,4 , 5, 8, and 10 and is the major tool for assessing

W
students’ achievement o f the Sunshine State Standards in reading.
IE
Delimitations
EV

The study was delimited to the responses o f all elementary school teachers

employed during the 2002-2003 term in Orange County Public Schools, Orlando, Florida.

Responses from the population were obtained through a self-administered survey

PR

instrument mailed to the teachers.

Limitations

Results o f this study were limited to the accuracy of teacher responses obtained

on the self-administered survey instrument and assessment o f student achievement as

measured by one instrument: FCAT Reading.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 Assumptions

The specific assumptions o f the study were as follows:

1. It was assumed that the survey sample was representative o f the population of

elementary school teachers employed by Orange County Public Schools, Orlando,

Florida.

2. It was assumed that participants responded honestly to the survey questions.

3. It was assumed that the survey instrument was appropriate to obtain

respondents’ self-rating o f school culture.

W
4. It was assumed that responses to the survey instrument would provide accurate
IE
data regarding school culture.
EV

Significance o f the Study

There is a need for educational leaders to consider school culture as having a

major impact on student learning. Schein (1985) proposed that creating and managing
PR

culture was the only thing o f real importance to school leaders. Moxley (2000) purported

that the investment o f our lives into our work would only be worthwhile if organizations

made room for spirit in work and workplaces. Agreeing with the concept o f culture and

spirit in the workplace, Drucker (1954) said: “It is the spirit that motivates, that calls

upon a man’s reserves o f dedication and effort, that decides whether he will give his best

or just enough to get by” (p. 144).

Given the importance o f current school reform efforts and the increased focus on

educational accountability, the present study was developed to determine the

5

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 relationships between the cultures o f schools and student achievement. Findings from

this research could contribute to the collective knowledge o f the impact o f collaboration,

collegiality, and self-determination on student achievement. Additionally, the data could

assist educational professionals with designing effective staff development that improves

the learning o f all students.

Conceptual Framework

Strong, powerful school cultures affect every part of the educational setting. Deal

W
and Peterson (1999) observed that professional problem solving is apparent throughout
IE
schools whose cultures value collegiality and collaboration. This is evidenced by a

positive climate for the exchange o f social and professional ideas. Likewise, Sergiovanni
EV

(1994) stressed the importance o f understanding schools as communities o f

interdependent workers, suggesting that trust, shared values and choosing to stay part o f a

social or work group builds culture.

PR

Hargreaves and Fullan (2000) outlined an evolutionary model o f professionalism

in teaching, the four ages o f professionalism. These four broad historical phases are: (a)

the pre-professional age; (b) the age of the autonomous professional; (c) the age o f the

collegial professional; and (d) the professional age.

The third period, the age o f the collegial professional, began in the mid-1980s and

continues into the twenty-first century. Hargreaves and Fullan (2000) stated:

In these cultures, teachers develop common purpose, cope with uncertainty,

respond to rapid change, create a climate o f risk taking, and develop stronger
6

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 senses o f teacher efficacy. Ongoing learning cultures replace patterns o f staff

development that are individualized, episodic, and weakly connected to the

priorities o f the school (p. 890).

The fourth era o f professionalism will continue with increased emphasis on

collegiality, collaboration, and “working with others to bring about positive reforms in

education” (Hargreaves & Fullan, 2000).

Research has shown that staff development is crucial to successful school reform

(Louis & Miles, 1990). Recent research suggests that traditional forms o f staff

W
development have little impact on school culture and student achievement (Keiffer-
IE
Barone & Ware, 2002; Smith & Lindsay, 2001). Traditional forms o f staff development

emphasized individual professional development whereas more contemporary

EV

professional development theories emphasize collegiality and teamwork. In their

research with Cincinnati Public Schools, Keiffer-Barone & Ware found that teaming

positively impacted four dimensions o f school culture: (a) teachers felt less isolated in
PR

their work; (b) teachers reported higher levels o f collaboration with their peers; (c)

teachers were more involved in school wide decision making; and (d) teachers reported a

greater sense o f responsibility for their students and school.

Collegiality is one o f the major constructs in the current literature on school

reform (Hargreaves & Fullan, 2000; Hole, 1997; Peterson, 2002a). Hole stated: “There’s

no doubt that it [collegiality] must play an important role if we are to improve our

educational system” (Reflections section, para. 2). In agreement is Carr (1997) who

proposed that school environments should reflect professionalism and encourage teachers
7

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 to work as collegial leaders. Carr cited several cases o f teachers working together as

colleagues and achieving their goals. He stated:

Collegial leaders are in the habit o f realizing their goals (rather than explaining why

it’s everyone else’s fault if a good idea doesn’t materialize). The results o f the

collaboration that collegial leaders spark often include impressive student learning

and an increased sense that a particular school community is one where good things

happen (Real-World Results section, para. 1).

One o f the best forums for academic improvement is in collaboration among groups

W
o f teachers (Blase & Blase, 2001a). Christenson and Eldredge (1996) remarked:
IE
“Collaboration, in short, is a powerful means o f significant and lasting personal growth

that may, through our other relationships, lead to substantial organizational change”
EV

(para. 1).

Positive teacher relationships and interactions can facilitate collaboration in

schools. Howells (2000) asserted: “Through collaboration, we can provide support for
PR

ourselves, and set an example for our students. We demonstrate, by example, that each

of us is unique but important, and together we are much greater than the sum o f us all”

(Conclusion section, para. 1).

Along with collaboration and collegiality, self-determination/efficacy of teachers

can lead to increased student achievement. Fairholm (1994) observed that among the

implicit ideas found in the study o f effectiveness and efficiency is the impact of

organizational culture on individual and group effectiveness. Culture influenced

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 employees’ trust, commitment, cohesion, and satisfaction, and prescribed acceptable

performance levels and agreeable final products (Fairholm).

Research Questions

1. To what extent do schools scoring in the top 33%, the middle 33%, and the

bottom 33% on the School Culture Survey differ on: (a) average years o f teaching

experience o f faculty at present school; (b) average total years o f teaching experience of

faculty; (c) racial diversity (mix) o f the faculty; and (d) gender diversity (mix) o f the

W
faculty? IE
2. What differences, if any, exist between the overall culture o f schools as

measured by the School Culture Survey, and student achievement as measured by the
EV

percentage o f students scoring at levels 3 and above on the 2002-2003 4th grade FCAT

Reading?

3. What relationships, if any, exist between each o f the three key areas o f school
PR

cultures (collaboration, collegiality, and self-determination/efficacy) and student

achievement? School culture is measured by the School Culture Survey. Student

achievement is measured by the percentage o f students scoring at levels 3 and above on

the 2002-2003 4th grade FCAT Reading.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 Population

The population o f this study was comprised of all elementary school teachers

employed with Orange County Public Schools, Orlando, Florida during the 2002-2003

school term.

Data Collection and Instrumentation

Data were collected using the survey instrument, School Culture Survey. The

survey (Appendix A) was developed by Wagner and Masden-Copas (2002). With

W
permission of the authors, the researcher revised the instrument to fit the specific
IE
components and needs o f this study. Feedback on the revision was obtained from

doctoral level educational leadership students and practicing administrators. Additional

EV

feedback was provided by a small sample o f elementary school teachers to gain further

input regarding the clarity o f survey items.

The final survey instrument consisted o f three sections plus demographic

PR

information. The sections are identified as follows: (a) collaboration, five questions; (b)

collegiality, seven questions; (c) self-determination/efficacy, six questions. In each

section, the respondents were asked to rate, using a five-point Likert-type scale (l=Never;

2=Rarely; 3=Sometimes; 4=Often; 5=Always), the extent to which the identified items

were present in their school. Data from respondents to five items requesting personal and

professional information were used as variables in the data analysis.

10

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 Data Analysis

Statistical analysis o f the data obtained in this research was conducted using the

statistical analysis software SPSS™ Graduate Pack 10.0 for Windows. For Research

Question 1, the schools were divided into three groups based on the School Culture

Survey scores and four variables were examined: (a) average years o f teaching

experience o f faculty at present school; (b) average total years o f teaching experience of

faculty; (c) racial diversity (mix) o f the faculty; and (d) gender diversity (mix) o f the

faculty. The data were presented in tabular form and discussed.

W
For Research Question 2, the schools were divided into three groups based on the
IE
percentage o f students scoring at levels 3 and above on the 2002-2003 4th grade FCAT

Reading. An Analysis o f Variance (ANOVA) was calculated to determine if any

EV

significant differences existed between the overall school culture and student

achievement.

For Research Question 3, the schools were divided into three groups based on the
PR

percentage o f students scoring at levels 3 and above on the 2002-2003 4th grade FCAT

Reading. A bivariate regression was used to determine if any significant relationships

existed between scores on the three key areas o f school culture (collaboration,

collegiality, self -determination/efficacy) and student achievement as measured by the

2002-2003 4th grade FCAT Reading.

11

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 Organization o f the Study

Chapter 1 introduces the problem statement and its design components. Chapter 2

presents a review o f the literature relevant to the problem o f this study. Chapter 3

presents the methodology and procedures used for data collection and analysis. Chapter

4 describes and analyzes the data. Chapter 5 offers a summary and discussion o f the

findings o f this study, the implications for practice and recommendations for future

research.

W
IE
EV
PR

12

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.