Date Approved
4-12-2012
Embargo Period
3-3-2020
Document Type
Dissertation
Degree Name
Ed.D. Educational Leadership
Department
Educational Leadership
College
College of Education
Advisor
Johnson, Ane
Subject(s)
School environment
Disciplines
Elementary and Middle and Secondary Education Administration
Abstract
This multi-national study used systematic review as a data collection technique to determine the current field of empirical studies that posit a definition of school culture and its characteristics. The data gathered from a qualitative synthesis and analysis of the acquired studies informed school culture taxonomy. The taxonomy presented domains, classes, categories, characteristics, and elements, which became the variables for meta-analysis. This adapted methodological process resulted in a valid and generalizable definition of school culture. The adapted sequential mixed methods exploratory approach used in this study resulted in the generation of grounded theory. The grounded theory is a definition of school culture that depicts its descriptions, domains, classes, categories, characteristics, and elements. School culture is the distinct individual social preferences, perceptions, experiences, and expectations of each school community member (i.e. administrators, teachers, parents, support staff, and students) that forms the collective internal school environment. This resolution is essential to educational leadership, policymakers, and the research community.
Recommended Citation
Pritchett, Cynthia, "School culture: a sequential mixed methods exploratory meta-analysis" (2012). Theses and Dissertations. 142.
https://rdw.rowan.edu/etd/142
