Dr. Scott Siegel

This doctoral dissertation investigates the differences in perceptions of school climate among in-school stakeholders. The study focuses on how the participant’s role within the school and gender impact their perceptions of school climate. Surveys were administered to students and teachers in a high school setting, with quantitative analysis revealing statistical differences in perceptions among key groups. Notably, teachers demonstrated higher perceptions of school climate than students, indicating the role within the school has the potential to influence stakeholder perceptions. Additional findings include male students demonstrating higher perceptions of school climate than female students, indicating gender plays an integral part in stakeholder perceptions. Implications of this study include the need for school administrators to examine perceptual differences between stakeholder groups and leverage this data as a means to improve school quality for all. This includes ensuring formal and informal methods for collecting perspectives and ensuring an inclusive process that is representative of the school population.