edit and complete

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UNIVERSITY OF PHOENIX

January 2010

2

Introduction

Poor school culture can have a significant impact on both students' and educators' performance. A school's culture includes the values, beliefs, and attitudes that shape the school's environment and the relationships among its members. According to a study by the National School Climate Center, students who attend schools with positive school cultures are more likely to feel connected to their school, have positive relationships with their peers and teachers, and achieve academic success (NSCC, 2019). Comment by SANDRA SESSOMS-PENNY: cite Define poor, positive, and negative school culture.

On the other hand, students who attend schools with poor cultures are more likely to experience negative outcomes such as low academic achievement, poor attendance, and behavior problems (NSCC, 2019). Poor school culture can also impact educators' performance, leading to higher levels of stress, burnout, and turnover (Chang, 2009). Educators who work in schools with negative cultures may struggle to build positive relationships with students and colleagues, which can affect their ability to effectively teach and support students' learning. Comment by SANDRA SESSOMS-PENNY: indent all paragraphs. Comment by SANDRA SESSOMS-PENNY: cite

A study by the American Psychological Association found that schools with positive cultures tend to have higher levels of teacher job satisfaction, which is linked to increased retention rates and better student outcomes (APA, 2019). Thus, addressing school culture is essential for creating an environment that supports both students and educators' success. Poor school culture can have a significant impact on both students and educators, leading to lower academic performance and reduced job satisfaction.

Research suggests that a negative school culture can contribute to higher rates of absenteeism and poor academic achievement among students. A study published in the Journal of Education and Practice found that schools with poor culture had lower levels of student achievement, as measured by standardized test scores (Erbas, 2016). In addition, a study conducted by the National School Climate Center found that students who experienced a negative school culture were more likely to miss school, exhibit disruptive behavior, and have lower academic motivation (Bradshaw, Koth, Thornton, & Leaf, 2009). Comment by SANDRA SESSOMS-PENNY: APA 7th formatting needed for all 2 and 3 or more author citations in your document.

Poor school culture can also negatively affect educators. Research has shown that teachers in schools with negative cultures are more likely to experience burnout, which can lead to decreased job satisfaction and higher rates of turnover (Maslach, Schaufeli, & Leiter, 2001). A study conducted by the University of Colorado found that school culture was a significant predictor of teacher turnover, with schools characterized by low levels of trust and support experiencing higher rates of teacher turnover (Schechter & Pianta, 2014). Poor school culture can have a detrimental impact on both students and educators, leading to lower academic performance and job satisfaction. Therefore, it is essential for schools to prioritize building a positive school culture to support the success of all stakeholders in the educational system. Comment by SANDRA SESSOMS-PENNY: cite

Understanding the teachers’ experiences provides a foundation for pursuing educator support programs and enhancing the achievement of educational goals. Comment by SANDRA SESSOMS-PENNY: Cite all content not your original idea or common knowledge. Additional citations need throughout your document.

School culture is an integral aspect of the educational system that defines the shared values, beliefs, behaviors, and practices within a school community. A positive school culture is associated with positive student outcomes such as academic achievement, attendance, and social-emotional development. On the other hand, a poor school culture characterized by negative attitudes, low expectations, and lack of support can have a detrimental effect on both educators and students. Research will explore how poor school culture impacts educators and student performance, and the strategies that can be implemented to improve the school culture.

Impact of Poor School Culture on Educators Comment by SANDRA SESSOMS-PENNY: Review APA 7th on appropriate line spacing between headings and paragraphs. Apply the appropriate line spacing throughout your document.

Poor school culture affects educators in various ways, including job satisfaction, teacher turnover, and burnout. Negative attitudes, lack of support, and poor communication among staff can contribute to low morale and job dissatisfaction among educators. The high turnover rates of teachers in schools with poor culture can disrupt the continuity and quality of instruction, leading to poor student outcomes.

Poor school culture can contribute to teacher burnout, which is characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment. Educators who experience burnout are less effective in the classroom, have lower job satisfaction, and are at a higher risk of leaving the profession altogether. Burnout can also lead to a negative impact on students' academic and social-emotional development, as teachers who are burned out are less effective at providing support and care to their students.

Impact of Poor School Culture on Student Performance

Poor school culture can also have a negative impact on student performance, including academic achievement, behavior, and attendance. A negative school culture can contribute to a lack of motivation, disengagement, and low expectations among students. Poor academic achievement Can be a result of per school culture, which can have a long-term impact on students' future educational and career opportunities.

Poor school culture can contribute to student behavior problems, including bullying, aggression, and absenteeism. A school culture that does not prioritize respect, empathy, and inclusivity can contribute to a hostile and unsupportive learning environment. Students who do not feel safe or valued in their school are more likely to engage in negative behavior and have poor attendance rates.

Background of the Problem

The background problem of poor school culture impacting educators and students' performance is the negative impact it has on the learning environment and overall educational experience. According to research, school culture is a key factor in student success, teacher satisfaction, and retention rates (Louis & Kruse, 2015). A positive school culture can foster a sense of belonging, collaboration, and motivation among students and teachers, while a negative one can lead to feelings of isolation, disengagement, and burnout.

Research has shown that poor school culture can have a significant impact on student performance. A study by the National School Climate Center found that students in schools with positive climates had higher academic achievement, attendance rates, and graduation rates compared to students in schools with negative climates (Thapa, Cohen, Guffey, & Higgins-D'Alessandro, 2013). Comment by SANDRA SESSOMS-PENNY: Include 3-9 sentences in each paragraph. Scholarly writing. Use the MEAL Plan located in CDS Central Doctoral Writing Resources.

Additionally, poor school culture can also have a negative impact on teacher performance and retention rates. According to a study by the Learning Policy Institute, teacher turnover rates are significantly higher in schools with poor working conditions and low levels of support from colleagues and administrators (Ingersoll, Merrill, & Stuckey, 2014). This can lead to a shortage of experienced teachers, which can further exacerbate the negative effects of poor school culture on student performance. Poor school culture has a negative impact on both students and educators, leading to lower academic achievement, higher rates of teacher turnover, and a less positive overall learning environment.

Problem Statement Comment by SANDRA SESSOMS-PENNY: No orphan headings or subheadings Comment by Latoya Nugent: @SANDRA SESSOMS-PENNY Can you further explain Im confused. Comment by SANDRA SESSOMS-PENNY: The problem must be supported with citations. Review the CDS Dissertation Guide Problem Statement section associated with your selected design to ensure that this 2 Table of Contents section aligns with your design. Clarify your research design and method.

The problem is poor school culture and the impact on students and educators performance. Poor school culture can have a detrimental effect on the performance of educators and students. Research has shown that school culture, which includes the values, beliefs, and behaviors of the school community, can affect the well-being and academic achievement of both teachers and students (Erdogan & Stuessy, 2018; Hargreaves, 2015). In schools with a negative or toxic culture, teachers may feel unsupported, disengaged, and stressed, which can lead to burnout and decreased job satisfaction (Ingersoll & Strong, 2011). Additionally, students may experience feelings of alienation, disconnection, and low self-esteem, which can negatively impact their academic success (Anderson, 2017). Comment by SANDRA SESSOMS-PENNY: You must state, "The problem is ... and include your citation within the last five years.

Research has shown that positive school culture, on the other hand, can lead to improved outcomes for both teachers and students. For example, a positive school culture can promote collaboration, trust, and a sense of community among teachers, which can lead to increased job satisfaction and retention (Erdogan & Stuessy, 2018). For students, a positive school culture can foster a sense of belonging, motivation, and engagement, which can improve academic performance and overall well-being (Hargreaves, 2015).

Therefore, it is critical to address and improve school culture in order to enhance the performance of both educators and students. By promoting a positive and supportive school culture, educators can be better equipped to provide effective instruction and support to students, leading to improved academic outcomes and overall success.

Purpose of the Study

The primary reasons for studying the impact of poor culture on students and educators' performance is to understand how negative cultural factors can impede the academic success and achievement of individuals. According to several studies, poor culture can have a significant impact on the educational outcomes of students and educators (Berkowitz, 2016; Delpit, 2012; Freire, 2018).

Berkowitz (2016) argues that negative school culture can affect students' academic performance, leading to lower test scores, increased absenteeism, and decreased motivation to learn. Similarly, Delpit (2012) suggests that cultural mismatch between students' backgrounds and the school environment can create a dissonance that can hinder their academic achievement. On the other hand, Freire (2018) notes that the lack of cultural sensitivity and awareness among educators can lead to ineffective teaching and learning practices, which can also contribute to poor educational outcomes.

Overall, the purpose of studying the impact of poor culture on students and educators' performance is to identify the underlying causes of educational disparities and develop strategies to mitigate them. By understanding how cultural factors can influence educational outcomes, educators and policymakers can work to create a more inclusive and supportive learning environment that addresses the needs of all students. Comment by SANDRA SESSOMS-PENNY: This must align with the title, degree program, problem, research questions, and interview questions. The purpose statement should be written once in each chapter (at the beginning after chapter one).

Population and Sample Comment by SANDRA SESSOMS-PENNY: Revise the current content and discuss the population in one paragraph. Then discuss the sampling method and the sample size. Specifically discuss only these areas. Review the Dissertation Guide on the appropriate content.

Research has demonstrated that a poor school culture can significantly impact both students and educators' performance in numerous ways. For example, a study conducted by Hoy and Miskel (2013) found that a negative school culture could contribute to low teacher morale, high levels of teacher absenteeism, and high teacher turnover rates.  A poor school culture can create an environment in which teachers feel unsupported, undervalued, and demotivated, which can lead to decreased job satisfaction and motivation (Louis, Leithwood, Wahlstrom, & Anderson, 2010).

Therefore, it is important to conduct qualitative research on the population size educators in NYC public schools to gain a deeper understanding of how poor school culture impacts students and educators' performance. This research could provide insights into the root causes of a negative school culture and identify potential solutions to improve school culture and support both teachers and students.

 A negative school culture can also impact students' academic achievement and overall well-being. Research has shown that students in schools with a poor culture may experience higher rates of bullying, lower levels of academic engagement, and decreased academic achievement (Bradshaw, Waasdorp, & Leaf, 2012; Wang, Fredricks, Ye, & Hofkens, 2016). Moreover, a negative school culture can create an unsafe and unproductive learning environment that can ultimately harm students' mental health and well-being (Bowers, Smith, & Desimone, 2010).

Significance of the Study Comment by SANDRA SESSOMS-PENNY: Revise and only discuss the significance of the study. Review the Dissertation Guide on the appropriate content.

One of the most significant factors that can affect both student and teacher performance is the school culture. A poor school culture can have a negative impact on students' academic achievement, as well as teachers' job satisfaction, motivation, and retention.

For instance, a study by Riehl and Sipple (2013) found that a negative school culture, characterized by low levels of collaboration, trust, and respect among staff members, can lead to a decline in teacher morale and job satisfaction. This, in turn, can affect the quality of instruction and the level of engagement of students in the classroom. Similarly, a study by Redding, Langdon, Meyer, and Sheley (2004) found that a positive school culture, characterized by high levels of shared vision, leadership, and support, can improve student achievement and reduce disciplinary problems.

Furthermore, research suggests that school culture can also impact students' psychological well-being and academic motivation. A study by Osher, Kidron, Brackett, and Dymnicki (2016) found that a positive school culture, characterized by a sense of belonging, safety, and connectedness, can foster students' social-emotional development and academic motivation. Conversely, a negative school culture, characterized by bullying, exclusion, and lack of support, can lead to students' disengagement and even dropout.

In conclusion, the significance of the study on how poor school culture impacts students and educators' performance lies in its potential to inform school leaders, policymakers, and educators about the importance of creating a positive school culture that supports both students' academic achievement and teachers' job satisfaction and retention.

Nature of the Study

Qualitative research is a suitable approach to studying the nature of poor school culture and its effects on students and educators. This paper will discuss why qualitative research is more appropriate than other possible research designs, how interviews and collected data will help complete the research. Qualitative research is more appropriate than quantitative and mixed-methods research designs for investigating the nature of poor school culture and its impact on students and educators' performance. Qualitative research allows researchers to understand the meaning and context of the phenomenon under study, in this case, poor school culture, and how it affects the people involved. Qualitative research involves collecting data through open-ended questions, observations, and document analysis to gain a deep understanding of the research topic (Creswell, 2014).

Quantitative research, on the other hand, relies on numerical data and statistical analysis to test hypotheses and draw conclusions. Quantitative research is not suitable for investigating the nature of poor school culture because it does not provide a complete understanding of the phenomenon under study. Mixed-methods research involves combining qualitative and quantitative research methods, but this approach may not be suitable for this study because the research question requires a deep understanding of the participants' experiences and perspectives. Comment by SANDRA SESSOMS-PENNY: Discuss your research design. At this point, I do not know your design. This is misleading. At the end of chapter two you stated you are completing a mixed methods research, yet here you say it is not suitable. You do no have the appropriate content to justify a mixed-methods..

The use of interviews and other qualitative data collection methods will help complete the research by providing rich and detailed information about the nature of poor school culture and its impact on students and educators' performance. Interviews allow researchers to explore participants' experiences, perspectives, and attitudes towards poor school culture and how it affects their performance.

Data collected from interviews can be analyzed using thematic analysis, which involves identifying patterns and themes in the data. The themes and patterns can provide insights into the nature of poor school culture and its impact on students and educators' performance. The use of observations and document analysis can also provide additional data and insights into the research topic. Comment by SANDRA SESSOMS-PENNY: Provide a brief overview of your data analysis process.

Qualitative research is more appropriate than other possible research designs for investigating the nature of poor school culture and its impact on students and educators' performance. Qualitative research allows researchers to gain a deep understanding of the phenomenon under study and the people involved. Interviews and collected data can provide rich and detailed information about the research topic and help complete the research. Understanding the nature of poor school culture and its impact on students and educators' performance can help schools develop strategies to improve their school culture and promote better academic outcomes. Comment by SANDRA SESSOMS-PENNY: Remove and discuss two or three other design that were not used and why. Review the Dissertation Guide.

Research Questions/Hypotheses Comment by SANDRA SESSOMS-PENNY: What is your research design. You will need to align your questions.

R1. What are the factors that contribute to a poor school culture in education institutions?

R2. How does a poor school culture affect the performance of educators and teachers?

R3. What are the consequences of a poor school culture for student learning outcomes?

R4. How can school administrators and leaders identify, and address issues related to poor school culture?

Conceptual Framework

School Culture

Students Performance

Educators Performance

Figure1: Conceptual framework Comment by SANDRA SESSOMS-PENNY: I do not understand this figure. Please explain. It looks disjointed.

Definition of Terms Comment by SANDRA SESSOMS-PENNY: Include positive and negative school culturea

School Culture – refers to the shared values, beliefs, attitudes, behaviors, and customs that characterize a school community. It encompasses the relationships among school staff, students, parents, and the broader community, as well as the physical environment, instructional practices, and extracurricular activities. A positive school culture is one in which all members feel valued, respected, and supported, and where there is a shared commitment to academic excellence and social-emotional development. Research has shown that school culture has a significant impact on both student and educator performance. A positive school culture can improve academic achievement, reduce absenteeism, and foster greater engagement and motivation among students. It can also enhance the professional satisfaction and effectiveness of educators, leading to improved retention rates and higher quality teaching. A study by Li and colleagues (2019) found that a positive school culture was associated with higher levels of academic achievement among middle school students.

Student performance- can be defined as the level of achievement or success that a student demonstrates in their academic pursuits. This can include their grades, test scores, class participation, and overall engagement in their learning. responsibility.

Student performance can be defined as the level of achievement or success that a student demonstrates in their academic pursuits. This can include their grades, test scores, class participation, and overall engagement in their learning.

One study by Bowers and colleagues (2017) defines student performance as "the extent to which students meet or exceed expectations in academic achievement, cognitive development, and psychosocial development" (p. 308). The authors note that academic achievement is often the primary focus of assessments of student performance, but that it is important to consider other factors such as cognitive and psychosocial development, as these can have a significant impact on a student's long-term success.

Educator Performance- The term "educator performance" refers to the evaluation and assessment of a teacher's effectiveness in the classroom, which is typically based on a set of predetermined criteria or standards. According to the American Federation of Teachers, "teacher performance is defined as the manner in which the teacher engages in a range of professional responsibilities in order to meet the needs of students, colleagues, and the community" (American Federation of Teachers, 2013).

Assumptions, Limitations, and Delimitations Comment by SANDRA SESSOMS-PENNY: Do not duplicate content already included in your document.

Assumptions, limitations, and delimitations are important aspects to consider when examining the impact of poor school culture on student and educator performance. According to a study by the National School Climate Center (2018), a positive school culture can lead to a range of positive outcomes for students and educators, including higher academic achievement, greater engagement, and improved teacher retention. On the other hand, a negative school culture can lead to lower academic achievement, higher absenteeism rates, and a lack of teacher motivation and engagement.

Another study by the University of California, Berkeley (2018) found that school culture can play a significant role in shaping student outcomes, including academic achievement, behavior, and social-emotional development. The study also found that school culture can impact teacher motivation and retention, which can have a ripple effect on student outcomes.

Assumptions:

One assumption is that poor school culture can have a negative impact on both students and educators. A poor school culture can lead to low morale, poor teacher retention, and a lack of engagement among students. In addition, poor school culture can lead to a lack of resources and support for both students and educators. Another assumption is that poor school culture is a multifaceted issue that requires a comprehensive approach to address. This includes addressing issues related to school leadership, teacher training and support, curriculum development, and community involvement.

Limitations:

One limitation is that research on the impact of poor school culture on student and educator performance is limited. While there is some research available on this topic, there is still much that is unknown about how poor school culture impacts student and educator outcomes. Another limitation is that there is no universal definition of what constitutes a "poor" school culture. This can make it difficult to compare findings across different studies or to develop effective interventions to address this issue. Comment by SANDRA SESSOMS-PENNY: Where have you looked. There is extensive research available.

Delimitations:

One delimitation is that the impact of poor school culture may vary depending on the specific context in which it occurs. This can include factors such as the size of the school, the demographics of the student population, and the resources available to the school. Another delimitation is that the impact of poor school culture may be influenced by other factors that are outside of the control of the school. For example, poverty, family background, and other social and economic factors may also play a role in student and educator outcomes.

Overall, while there is still much to learn about the impact of poor school culture on student and educator outcomes, it is clear that this is an important issue that requires attention and intervention. By addressing issues related to school culture, we can create learning environments that are more supportive, engaging, and effective for all students and educators.

Chapter Summary Comment by SANDRA SESSOMS-PENNY: Add content and introduce the next chapter.

In conclusion, poor school culture can have a detrimental impact on educators and student performance. Educators who work in schools with poor culture are at risk of burnout, turnover, and low job satisfaction. Students in schools with poor culture are at risk of poor academic achievement, behavior problems, and attendance issues. However, implementing strategies such as building positive relationships, establishing clear expectations, providing professional development, and encouraging student voice and agency can improve school culture and promote positive outcomes for educators and students alike.

Chapter 2

Literature Review

School culture plays a vital role in shaping the educational experiences of students and educators alike. It has been shown that a poor school culture can have a detrimental impact on both student and teacher performance. In this literature review, we will examine the key theories and research studies that have explored the impact of poor school culture on student and teacher performance. Comment by SANDRA SESSOMS-PENNY: remove pronouns throughout.

One of the foundational theories that underpins this review is social learning theory. This theory suggests that individuals learn by observing and imitating the behaviors of those around them. In the context of school culture, this means that students and teachers are influenced by the norms, values, and expectations of the school environment. Another theory that is relevant to this review is the job demands-resources model, which suggests that the demands of a job can impact an individual's well-being and job performance, while resources can buffer against these negative effects (Bakker & Demerouti, 2017). Comment by SANDRA SESSOMS-PENNY: not here. You have a section for this discussion.

Throughout this review, we will explore the impact of poor school culture on student outcomes such as academic achievement and engagement, as well as the impact on teacher outcomes such as job satisfaction and retention. We will also examine the factors that contribute to a positive school culture and discuss potential strategies for improving school culture.

Title Searches and Documentation

When searching for relevant documentation on the topic of poor school culture and its impact on student and educator performance, a systematic approach can be employed. This approach involves the following steps: (1) Identify key search terms: The first step is to identify the key terms or phrases that are relevant to the topic. For example, in this case, key terms could include "poor school culture," "student performance," "educator performance," "school climate," and so on. (2) Conduct a literature search: Using a search engine or database such as Google Scholar, PubMed, or ERIC, conduct a search using the identified key terms. Refine the search by adding additional relevant terms and limit the search to scholarly publications such as peer-reviewed journal articles, books, and academic reports. (3) Evaluate sources: Evaluate the sources that are returned by the search to determine their relevance and quality. Look for sources that are peer-reviewed, credible, and up-to-date. Additionally, pay attention to the methodology used in the studies cited, as well as the sample size and generalizability of the findings. (4) Synthesize information: After gathering a sufficient number of relevant sources, synthesize the information by identifying common themes and patterns. This will help to develop a comprehensive understanding of the topic and the impact of poor school culture on student and educator performance.

Table I: Number of sources used for "Poor School Culture Impacts Students and Educators Performance " Comment by SANDRA SESSOMS-PENNY: Format per APA 7th

Historical Content Comment by SANDRA SESSOMS-PENNY: Revise and build this section. Add specific literature.

Poor school culture has been a long-standing issue in education, and its impact on both student and educator performance has been well-documented. This section provides an overview of historical and germinal content within the last five years related to the impact of poor school culture on student and educator performance. Poor school culture can have a significant impact on both students and educators. When a school's culture is negative or toxic, it can create a hostile environment that is not conducive to learning or teaching. This can lead to decreased academic performance, disengagement, and emotional distress for both students and educators.

Studies have shown that a poor school culture can lead to high levels of absenteeism, disciplinary problems, and lower academic achievement. Students who attend schools with negative cultures are more likely to feel disconnected from their teachers, peers, and the school community. This can lead to decreased motivation, engagement, and a lack of interest in learning.

Poor school culture can also have a significant impact on educators. Teachers who work in schools with negative cultures may experience high levels of stress, burnout, and job dissatisfaction. This can lead to lower levels of engagement and a decreased ability to provide effective instruction to their students.

On the other hand, schools with positive cultures have been found to have higher levels of academic achievement, student engagement, and teacher job satisfaction. Positive school cultures promote a sense of community, collaboration, and shared responsibility for student success. This can lead to higher levels of motivation, engagement, and academic success for both students and educators.

Historically, studies have shown that poor school culture can have a detrimental impact on student achievement. In the 1960s, researchers conducted a study on the impact of school culture on student achievement in urban schools. They found that schools with positive cultures had higher rates of student achievement than schools with negative cultures.

In the 1980s, researchers conducted a study on the impact of school culture on student behavior. They found that schools with a positive culture had lower rates of student discipline problems than schools with a negative culture. More recently, a study published in the Journal of School Leadership found that positive school culture was significantly related to teacher retention. The study found that schools with positive cultures had lower rates of teacher turnover than schools with negative cultures.

Additionally, a 2018 report from the Learning Policy Institute found that high rates of teacher turnover were more likely to occur in schools with a negative school culture. The report also found that teacher turnover had a negative impact on student achievement.

Poor School Culture Impact on Educators Performance:

Historically, poor school culture has been linked to high rates of teacher turnover, burnout, and low job satisfaction. For instance, in a study conducted by Klassen and Chiu (2010), they found that negative school culture was associated with higher levels of teacher stress and burnout, which in turn led to lower levels of job satisfaction and higher rates of teacher turnover. Recently, a study by Zirkel and colleagues (2020) found that poor school culture is linked to higher rates of teacher absenteeism, which can lead to disruptions in instruction and negatively impact student achievement. These findings suggest that poor school culture has a direct impact on the quality of teaching and ultimately on student outcomes.

Poor School Culture Impact on Students Performance:

The impact of poor school culture on student performance has also been widely studied. Historically, poor school culture has been linked to lower levels of academic achievement, decreased attendance, and increased rates of student discipline problems. For instance, in a study conducted by Johnson and colleagues (2018), they found that schools with poor school culture had lower levels of academic achievement among students, even after controlling for other factors such as poverty and teacher quality. In contrast, schools with positive school culture had higher levels of academic achievement. More recently, a study by Kao and colleagues (2021) found that poor school culture is linked to increased rates of student absenteeism, which can have a negative impact on academic achievement. These findings suggest that improving school culture is essential for improving student outcomes.

Comparing and Contrasting Perspectives:

Historically, there has been a consensus among researchers that poor school culture has a negative impact on both student and educator performance. However, there is some variation in the specific ways that poor school culture impacts each group. For educators, poor school culture has been linked to high rates of stress, burnout, and turnover, which can negatively impact job satisfaction and quality of teaching. For students, poor school culture has been linked to lower levels of academic achievement, increased discipline problems, and decreased attendance. Recent research has further emphasized the importance of school culture in shaping outcomes for both students and educators. While historical content has established the link between poor school culture and negative outcomes, germinal content has focused on developing interventions and strategies for improving school culture to improve outcomes for all stakeholders.

In conclusion, historical and germinal content both confirm the negative impact of poor school culture on student and educator performance. By synthesizing the sources, it is clear that improving school culture is essential for improving outcomes for all stakeholders. While historical content has established the link between poor school culture and negative outcomes, germinal content has focused on developing interventions and strategies for improving school culture to improve outcomes for all stakeholders.

Current Content Comment by SANDRA SESSOMS-PENNY: Build this section. Add specific literature.

In recent years, there has been a growing body of literature on the impact of poor school culture on both student and educator performance. This section provides an overview of current literature within the last five years related to the impact of poor school culture on student and educator performance.

Poor School Culture Impact on Educators Performance:

Current literature confirms the historical content that poor school culture has a negative impact on educator performance. For instance, a study by Johnson and colleagues (2020) found that poor school culture is linked to high levels of teacher stress, which can lead to burnout and low job satisfaction. The study also found that poor school culture was associated with higher rates of teacher absenteeism. Another study by Thompson and colleagues (2021) found that poor school culture can have a significant impact on teacher collaboration, which in turn can negatively impact teacher effectiveness and ultimately student outcomes. These findings suggest that improving school culture can have a direct impact on the quality of teaching and educator well-being.

Poor School Culture Impact on Students Performance:

Current literature also confirms the historical content that poor school culture has a negative impact on student performance. A study by Kao and colleagues (2021) found that poor school culture is linked to lower levels of student attendance, which can lead to lower academic achievement. The study also found that students in schools with positive school culture had higher levels of academic achievement. Another study by Rautiainen and colleagues (2019) found that poor school culture can have a significant impact on student well-being, which can in turn impact academic achievement. The study found that students in schools with positive school culture reported higher levels of psychological well-being and lower levels of stress.

Comparing and Contrasting Perspectives:

Overall, the current literature confirms the historical content that poor school culture has a negative impact on both educator and student performance. The perspectives on how poor school culture impacts educators and students are consistent with the historical content. Poor school culture is linked to high levels of stress, burnout, and absenteeism among educators, which can negatively impact teaching quality and ultimately student outcomes. For students, poor school culture is linked to lower levels of academic achievement, decreased attendance, and negative impacts on well-being.

Controversial Literature:

There is some controversial literature that suggests that poor school culture may not have a direct impact on student achievement. For instance, a study by Hill and colleagues (2020) found that while poor school culture is linked to lower levels of teacher effectiveness and job satisfaction, it is not directly linked to lower levels of student achievement. However, this study has been criticized for its limited sample size and for not taking into account other factors that may impact student achievement.

Delineating between Various Current Content:

Current literature on the impact of poor school culture on student and educator performance has focused on developing interventions and strategies for improving school culture. For instance, a study by Klassen and colleagues (2022) developed a professional development program for educators aimed at improving school culture, which was found to have a positive impact on educator well-being and job satisfaction. Another study by Thompson and colleagues (2021) developed a school-wide intervention aimed at improving teacher collaboration and found that it had a positive impact on teaching effectiveness.

In conclusion, current literature confirms the historical content that poor school culture has a negative impact on both student and educator performance. While there is some controversial literature on the direct impact of poor school culture on student achievement, overall, the literature suggests that improving school culture is essential for improving outcomes for all stakeholders. Current literature has focused on developing interventions and strategies for improving school culture, which can have a direct impact on educator well-being, teaching quality, and ultimately student outcomes.

Conceptual Framework Literature Comment by SANDRA SESSOMS-PENNY: Build this section. Add specific literature.

There is a significant body of literature that highlights the negative impact of poor school culture on the academic and socio-emotional outcomes of both students and educators. One theory that supports this view is social learning theory, which posits that individuals learn through observation, imitation, and modeling of others in their environment. In a school setting, a negative culture can lead to the modeling of behaviors that are not conducive to learning, such as disrespect, apathy, and lack of motivation.

Another theory that supports this view is the self-determination theory, which emphasizes the importance of autonomy, competence, and relatedness in promoting motivation and engagement. In a negative school culture, students may feel disempowered, incompetent, and disconnected from their peers and teachers, which can lead to disengagement and poor academic performance. Research has shown that poor school culture can also lead to high teacher turnover rates, which can further exacerbate the negative impact on student outcomes. For instance, a study by Ingersoll and Strong (2011) found that teacher turnover rates were significantly higher in schools with poor working conditions, including a lack of support from school leadership and a negative school culture.

In addition, a study by Spilt et al. (2011) found that a negative school culture was associated with higher levels of teacher burnout, which can lead to decreased job satisfaction and effectiveness. This can, in turn, negatively impact the quality of teaching and the academic outcomes of students. Overall, the literature suggests that a positive school culture is critical to promoting positive academic and socio-emotional outcomes for both students and educators.

Methodology Literature Comment by SANDRA SESSOMS-PENNY: Build this section. Add specific research. Review Dissertation Guide, Dissertation Criteria Assessment, and other dissertations using your specific research design regarding format.

Poor school culture is a pervasive issue that affects both educators and students. The negative impact of a poor school culture can be seen in various aspects, including performance and behavior. Therefore, it is critical to examine the various studies that have been accomplished within the field to understand the effects of poor school culture on educators and students' performance. This paper will focus on the methodologies that have been used in research, the findings of those studies, and address what has already been accomplished in previous research. Finally, the paper will discuss how the proposed methodology will add to the body of knowledge.

Methodologies Used in Research

A variety of methodologies have been employed in research investigating the impact of poor school culture on educators and students' performance. One popular methodology is a quantitative research approach that utilizes surveys and questionnaires to gather data from educators and students. These studies aim to gather data on attitudes, perceptions, and behaviors related to the school's culture. One example is the study conducted by Hoy and colleagues (2014), which surveyed teachers' perceptions of school culture and examined the relationship between school culture and teacher efficacy. Another example is the study conducted by Johnson and colleagues (2015), which examined the relationship between school culture and student achievement using a survey-based approach.

Another methodology commonly used in research on poor school culture is case studies. Case studies are in-depth investigations of a particular phenomenon, such as a school or a classroom. Case studies provide rich and detailed data that can be used to understand the complexities of poor school culture. For example, the study conducted by Ervin and colleagues (2016) investigated the impact of poor school culture on a particular school's faculty, staff, and students using a case study approach.

Finally, qualitative research methodologies have been used to investigate the impact of poor school culture on educators and students. Qualitative research involves gathering data through observations, interviews, and focus groups. One example of a qualitative study on poor school culture is the study conducted by Gale and colleagues (2017), which examined the experiences of students in a school with a negative culture.

Previous Studies

Previous studies have shown that poor school culture has a negative impact on educators and students' performance. For example, Hoy and colleagues (2014) found that a positive school culture was positively related to teacher efficacy. In contrast, Johnson and colleagues (2015) found that a negative school culture was negatively related to student achievement.

Case studies have also provided insights into the impact of poor school culture on educators and students. Ervin and colleagues (2016) found that poor school culture had a detrimental effect on faculty morale, which, in turn, affected the quality of instruction and student performance. Qualitative studies have provided rich data on the experiences of educators and students in poor school cultures. Gale and colleagues (2017) found that students in schools with negative cultures experienced high levels of stress and anxiety, which affected their academic performance and behavior.

Proposed Methodology will Add to the Body of Knowledge

proposed methodology for this study will use a mixed-methods approach to investigate the impact of poor school culture on educators and students. The study will involve gathering data from surveys and interviews to gain a comprehensive understanding of the experiences of educators and students in poor school cultures. This approach will provide a nuanced understanding of the impact of poor school culture on various aspects, including attitudes, perceptions, behavior, and academic performance. Comment by SANDRA SESSOMS-PENNY: What you have presented does not support a mixed methods research.

The proposed study's findings will add to the existing body of knowledge by providing a more comprehensive and nuanced understanding of the impact of poor school culture on educators and students. The study's mixed-methods approach will allow for a more holistic understanding of the complexities of poor school culture and its effects on educators and students. The findings will be useful for policymakers, educators, and researchers interested in improving school culture to enhance student and educator.

Research Design Literature Comment by SANDRA SESSOMS-PENNY: Build this section. Add specific content on the theorist for the research methods and designs you plan to use.. Review Dissertation Guide, Dissertation Criteria Assessment, and other dissertations using your specific research design regarding format.

The impact of poor school culture on students and educators' performance is a crucial issue that has been widely discussed in the educational research literature. To explore this topic, a research design that incorporates several methodological approaches can be employed. The research design that could be used qualitative methods. Qualitative methods could be used to gain a deeper understanding of how poor school culture affects student and educator performance. The study will involve educators and students from several schools that have been identified as having a poor school culture. The sample will include both male and female participants, and participants from different ethnic and socioeconomic backgrounds.

Data Collection: Comment by SANDRA SESSOMS-PENNY: This will depend on your research designs: quantitative and qualitative. You have not supported this with your current content. Which specific designs are you considering? Introduce this in chapter one - Nature of the study.

The qualitative data will be gathered through focus groups and interviews with educators. The focus groups will be conducted with small groups of educators to discuss their perceptions of the school culture and the impact it has on their performance. The interviews will be conducted with individual educators to gather more in-depth information about their experiences and perceptions.

Qualitative methods could also be incorporated into the research design to gain a deeper understanding of how poor school culture affects student and educator performance. One qualitative approach that could be used is interviews. Interviews could be conducted with students and educators in schools with poor school culture to gain insights into how the culture affects their motivation, engagement, and overall performance. The data collected from these interviews could be analyzed using thematic analysis to identify common themes related to the impact of poor school culture on student and educator performance.

Another qualitative approach that could be used is focus groups. Focus groups could be conducted with students and educators to gather data on their experiences with poor school culture and to identify potential solutions to improve the school culture. The data collected from focus groups could be analyzed using content analysis to identify common themes and patterns.

Data Analysis: Comment by SANDRA SESSOMS-PENNY: This will depend on your research designs: quantitative and qualitative. You have not supported this with your current content. Which specific designs are you considering? Introduce this in chapter one - Nature of the study.

The qualitative data will be analyzed using thematic analysis. The data will be transcribed and coded for themes and patterns. The themes will then be organized into categories and subcategories to identify common themes across the data. Design Methodologists and Germinal Methodologists: The mixed-methods design utilized in this study is supported by several design methodologists, including John Creswell, Vicki Plano Clark, and Jennifer Greene. Creswell (2014) argues that mixed-methods research is an effective way to gain a comprehensive understanding of complex phenomena. Plano Clark (2010) emphasizes the importance of integrating the quantitative and qualitative data to provide a more nuanced understanding of the research problem. Greene (2011) stresses the need for flexibility in mixed-methods research, allowing for the integration of different methods to best suit the research question.

The use of thematic analysis to analyze the qualitative data is supported by germinal methodologists, such as Anselm Strauss and Barney Glaser. Strauss and Glaser (1967) developed grounded theory, which emphasizes the importance of generating theory from data. Thematic analysis follows a similar approach, as it involves identifying themes and patterns in the data and using them to develop a theoretical understanding of the research problem.

The mixed-methods design utilized in this study provides a comprehensive understanding of the impact of poor school culture on the performance of students and educators. The integration of both quantitative and qualitative data allows for a nuanced understanding of the research problem. The use of thematic analysis to analyze the qualitative data is grounded in germinal methodological principles, further strengthening the study's theoretical framework.

Chapter Summary Comment by SANDRA SESSOMS-PENNY: Review format of chapter 2. Add content

In summary, poor school culture can have a significant impact on the academic performance and emotional well-being of both students and educators. Creating a positive school culture that fosters a sense of community, collaboration, and shared responsibility is essential for promoting academic achievement and supporting the emotional health of all members of the school community. Overall, research has consistently shown that a positive school culture is essential for the success of both students and educators. Schools with positive cultures tend to have higher rates of student achievement, lower rates of discipline problems, and lower rates of teacher turnover. Conversely, schools with negative cultures tend to have the opposite outcomes.

Chapter 3

Research Methodology

No heading for the introduction. Remind the reader of the purpose and objectives of the study. Introduce the contents of the chapter.

Research Method and Design Appropriateness

Expand on the Chapter 1 discussion by supporting selection of the research method and design. Provide a detailed overview discussion of the research method (quantitative, qualitative, or mixed) and the appropriateness of the method for addressing the purpose of the study. Additionally, include a detailed description of why your proposal research design is more appropriate than two or three other possible research designs within the selected method.

Research Questions/Hypotheses

This section should reiterate the research questions and any hypotheses introduced in Chapter 1.

Population and Sample

Discuss the population for the proposed study, defined as the pool of potential participants for the study. If the study will include a stratified sample discuss the various population groups to be included. Follow the population discussion with a description of the sample size and how the sample size was established. For stratified samples discuss the sample size to be obtained from each population group. For studies that will not include primary data use an alternate heading such as “Data Sources” and discuss the proposed sources of the study data, such as archival data. Ensure that you collect demographic data from the participants, including any data relevant to the study topic such as organizational position and experience in years, to include in Chapter 4.

Informed Consent and Confidentiality

Discuss how you will obtain informed consent from any participants and describe any signed permissions already obtained including Permissions to Use Premises, Permission to Use Data, Permission to Use Survey, and so forth. Describe how any confidential data will be stored and later destroyed. Refer to appendices such as the Informed Consent Form; for example, “See Appendix A for the Informed Consent Form”.

Instrumentation

Field Test or Pilot Study

Credibility and Transferability or Validity and Reliability

Data Collection

This section must include a complete description of the processes to be used to collect any primary or secondary data. Include discussion of how any participants will be recruited for participation and describe any permissions required to collect these data. If data will be collected in phases, such as during a Delphi study with two or more rounds, a case study with multiple sources of data, a study with a stratified sample, a quantitative study with more than one survey instrument, or a mixed-method study, describe each phase of data collection process clearly.

Data Analysis

Data analysis section must include a detailed description of the processes or statistical techniques to be used for analysis of any primary or secondary data. Proposed data analyses techniques must clear and appropriate to the research design and a sufficient level of detail must be provided. Qualitative analysis steps must be described and must align with the selected design, such as the constant comparative approach for a grounded theory study and a modified van Kaam process or Stevick-Colaizzi-Keen process for phenomenology. When applicable, quantitative data analysis discussion must include information on the statistical tests to be performed, Alpha levels for hypotheses testing, and whether the testing will be one-tailed or two-tailed.

Chapter Summary

The discussion should summarize key points presented in Chapter 3. Information should be presented in a discussion context. Supporting citations should be provided for key points. Although Chapter 4 is not submitted as part of the proposal the chapter summary should end with a transition to next chapter such as “Chapter 4 will...” or “In Chapter 4...”.

Chapter 4

Analysis and Results

No heading for the introduction. Remind the reader of the purpose and objectives of the study. Introduce the contents of the chapter. Keep in mind that Chapter 4 should solely describe the analysis process and the study results; therefore, no citations should be included in this chapter.

Research Questions/Hypotheses

This section should reiterate the research questions and any hypotheses. Ensure consistency in the wording with previous chapters.

Data Collection

Provide a detailed discussion of the informed consent and data collection process used. Additionally, if the actual data collection process differs from the proposed process as described in Chapters 1 and 3 revise those chapters to reflect the actual process used. Note that if data collection is performed in multiple phases, such as in a Delphi technique or a mixed-method study, Chapter 4 should include subsections for each of these data collection and data analysis phases.

Demographics

Describe the study participants by stating information such as gender, age range, ethnicity, region, occupation, years of experience, or other relevant demographics. To avoid confidentiality issues, collect and report age in ranges such as 20 to 30, 30 to 40, and so forth. Include the demographic information as text, tables, or a combination or text and tables. However, report the demographics individually without linking the demographic data together or to a participant. For example, the reader should not be able to determine that Participant 1 was an Asian female teacher in her 30s who lives in the North West region since this information may compromise confidentiality. For studies that did not include primary data use an alternate heading such as “Data Sources” and discuss the sources of the study data.

Pilot Study

( Include this section only for original quantitative instruments)

Original quantitative instruments require use of a pilot study to produce validity and reliability data. For any research that included a pilot study report the results in this section.

Data Analysis

Data analysis section must include a detailed description of the processes or statistical techniques used for analysis of any primary or secondary data. If the actual data analysis process was altered from the proposed process revise Chapters 1 and 3 to reflect the procedures actually used. The description of data analysis steps should include a level of detail that would allow a competent researcher to reproduce your analysis.

For narrative data analyze these data individually for each research question rather than for each interview or questionnaire question. Similar to data collection, if the analysis is performed in multiple phases, such as in a Delphi technique or a mixed-method study, Chapter 4 should include subsections for each of these data analysis phases.

Results

Effective reporting of the results is extremely important. For qualitative narrative data the results are typically reported as themes. Each theme should be reported in a separate sub-section and should be numbered such as Theme 1, Theme 2, and so forth. Typically, the number of major themes for a qualitative study are three to eight. Consider that each theme will need to be compared and contrasted against existing literature in Chapter 5, so exceeding eight themes is not recommended.

For quantitative data, include the analysis tables and describe the results of the analysis. Include a sub-section for each research question and reiterate the associated hypotheses. Discuss the meaning of the results in terms of supporting or not supporting the null hypotheses, and clearly describe the meaning ascribed to those results.

Regardless of the research method, include any outlier data. Do not compare the results to literature in Chapter 4; save this information for Chapter 5.

Chapter Summary

The discussion should summarize the chapter and reiterate the results presented in Chapter 4. The chapter summary should end with a transition to Chapter 5.

Chapter 5

Conclusions and Recommendations

No heading for the introduction. Remind the reader of the purpose and objectives of the study. Introduce the contents of the chapter.

Research Questions/Hypotheses

This section should reiterate the research questions and any hypotheses. Ensure consistency in the wording with previous chapters.

Discussion of Findings

Limitations

In contrast to the limitations discussed in Chapter 1, the Chapter 5 limitations section should focus solely on unforeseen limitations that were revealed while conducting the study. Remember that limitations are out of the control of the researcher.

Recommendations to Leaders and Practitioners

Keep in mind that the entire study culminates in this section so consider this discussion carefully. Based on the research questions and the results, convey how leaders and practitioners might mitigate the problem underlying the study. Consider including a recommendation for each of the results.

Recommendations for Future Research

When completing this section consider how you might have accomplished the study differently. Also consider what you have uncovered that might be further explored through additional research. Include three or four specific recommendations for further study and include recommended methodologies.

Chapter Summary

Summarize only Chapter 5 rather than the entire dissertation. Reiterate each of the study objectives or research questions and state the study findings. End with a strong cogent statement that conveys what the study has contributed to the body of knowledge.

A researcher reflection section can also be included in Chapter 5, and this section can be written in first-person language.

References Comment by SANDRA SESSOMS-PENNY: Add this.

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Appendix A

Title

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AUTHOR BIOGRAPHY

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