Date of Award
Doctor of Education (EdD)
The purpose of this study was to examine the impact of teacher morale and school culture on student achievement. The setting for this research was a high school in a small, semi- urban school district in the Piedmont of North Carolina. For the purpose of this study, teacher morale and school culture were based on the opinion of English II and biology teachers at the study site. The study’s methodology included surveying English II and biology teachers on teacher morale and school culture. To measure teacher morale, the Purdue Teacher Opinionnaire was given to each participant. To measure the school’s culture, the School Culture Survey was given to each participant. A focus group was held to examine the results of teacher morale and school culture and to further exam the survey results. To measure student achievement, End-of-Course (EOC) exams scores for English II and biology were examined. Results from each participant’s two surveys on morale and school culture were analyzed with their students’ achievement data on the EOC exams. Data results on teacher morale reflected low teacher morale for each participant except one. Data results on school culture revealed positive school culture for all participants except one. Student achievement data for both English II and biology reflected scores above mastery for all participants except one. Correlations ran on teacher morale and student achievement as well as on school culture and student achievement revealed a positive correlation for both; however, neither correlation proved to be statistically significant.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Bost, Meredith, "Impact of Teacher Morale and School Culture on Student Achievement" (2019). Education Dissertations and Projects. 347.