The Relationship between School Learning Climate and Student Achievement

Author

Craig Stanley Olson, Central Washington University

Document Type

Graduate Project

Date of Degree Completion

Summer 1990

Degree Name

Master of Education (MEd)

Department

Education

Committee Chair

Conrad H. Potter

Second Committee Member

David N. Shorr

Third Committee Member

Larry Wald

Abstract

Based on the review of the literature and research, the relationship of school learning climate and student achievement is explored. Common ideological, organizational, and leadership factors characteristic of high-achieving, "effective" schools are identified and their relationships examined. Ideological factors identified are: 1) A belief that all students are expected by staff to reach high levels of achievement; 2) A belief that individual and school-wide performance on achievement tests is an appropriate goal and measure of school effectiveness; and 3) A belief that self-concept is an important factor in student achievement. Organizational factors identified are: 1) High degree of trust; 2) High level of satisfaction and morale; 3) Opportunity for input; and 4) Safe and orderly environment. Leadership factors examined are: 1) Sense of vision; 2) Clearly stated goals and expectations; 3) Effective communication skills; and 4) Strong instructional leadership.

Recommended Citation

Olson, Craig Stanley, "The Relationship between School Learning Climate and Student Achievement" (1990). All Graduate Projects. 313.
https://digitalcommons.cwu.edu/graduate_projects/313