Term of Award
Summer 2010
Degree Name
Doctor of Education in Education Administration (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Leadership, Technology, and Human Development
Committee Chair
Linda M. Arthur
Committee Member 1
Brenda Marina
Committee Member 2
Dawn Tysinger
Committee Member 3
n/a
Abstract
A number of research studies attempted to link what goes on routinely as behaviors, beliefs, and practices in schools, to student achievement (Keedy, 1991; Krisko, 2001; Williams, 2008). The purpose of this study is to explore specific collegiality (what personnel do) perceptions of certified school personnel and their relationship (if any) to student achievement. A survey instrument was developed by the researcher for data collection, and was analyzed using Statistical Programming for the Social Sciences (SPSS). This was a quantitative study for exploring the collegiality perceptions of the certified school personnel in both achieving (AS) and struggling to achieve (STA) schools and their sub-group of administrators, teachers, and certified staff to student achievement. This research study was a quantitative study. Data was collected by the researcher who developed a school collegiality perception survey (SCPS) instrument that comprised of seven collegiality factors and 21 rated items with a cluster of 3 items for each factor. The researcher used the Statistical Package for Social Sciences (SPSS) software. The researcher surveyed 326 participants in six Georgia high schools and examined the collegiality factors of 3 sub-groups: administrators, teachers, and certified staff. The collegiality perceptions were then compared to data on student achievement. The study revealed a positive relationship between collegiality and student achievement. The results showed that a significant relationship between collegiality perceptions of the school personnel (irrespective of the groups, and subgroups) and student achievement exists. Five out of 7 factors that cluster 21 items of the school collegiality perception survey instrument showed significance between the two factors. There were no significant difference found in the collegiality perceptions between the groups and sub groups to student achievement. The study indicated a need for schools to be proactive in nurturing collegial culture for academic goal attainment.
Recommended Citation
Treohan, Archana E., "The Relationship between Collegiality and Student Achievement in Georgia Secondary Schools" (2010). Electronic Theses and Dissertations. 374.
https://digitalcommons.georgiasouthern.edu/etd/374
Research Data and Supplementary Material
No
