PERCEPTIONS OF SCHOOL CULTURE

AN ACTION RESEARCH STUDY: EXAMINING THE PERCEPTIONS
SCHOOL

CULTURE

BY DISTRICT RESIDENTS AS MEASURED
ENGAGEMENT

OPPORTUNITIES

A Doctoral Capstone Project
Submitted to the School of Graduate Studies and Research

Department of Education

In Partial Fulfillment of the

Requirements for the Degree of
Doctor of Education

Aubrie Lin Schnelle

Pennsylvania Western University
July 2023

OF

THROUGH

PERCEPTIONS OF SCHOOL CULTURE

© Copyright by
Aubrie L. Schnelle
All Rights Reserved
August 2023

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PERCEPTIONS OF SCHOOL CULTURE

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Pennsylvania Western University
School of Graduate Studies and Research

Department of Education

We hereby approve the capstone of
Aubrie Lin Schnelle
Candidate for the Degree of Doctor of Education

July 25, 2ae8

ahh
Dr. Todd Keruskin

Doctoral Capstone Faculty Committee Chair

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Dr. Michael bala

Hho

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Doctoral Capstone External Committee Member

PERCEPTIONS OF SCHOOL CULTURE
Dedication
I would like to dedicate this paper to my family: Michael, Jasper, Rowen,
Mom and Dad. I never would have been able to do this if it wasn’t for the five of you.
Thank you for your help. Love you!

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Acknowledgements
I would like to thank my family who supported and encouraged me to pursue this
degree:
My husband, Michael, took care of everything for two years in order for me to
finish this degree (and for every degree before that). He read every page and helped me
get through the classes when I became overwhelmed.
My children, Jasper and Rowen, for being somewhat quiet when I was attempting
to finish homework at home instead of in my office just so I could be around!
My mom and dad, Colette and Mike, for encouraging me to go to college when
neither of them had and provided me with every opportunity to get there and succeed.
I would also like to thank the following people who helped me through
assignments and gave me a new perspective when I got stuck:
Dr. Michael Panza, for reading and re-reading every paper and providing
invaluable advice during my first two years as a superintendent.
Dr. Todd Keruskin, for advising and encouraging me throughout the course of this
program.

PERCEPTIONS OF SCHOOL CULTURE

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Table of Contents
Dedication

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PERCEPTIONS OF SCHOOL CULTURE

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PERCEPTIONS OF SCHOOL CULTURE
Appendices

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List of Tables
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PERCEPTIONS OF SCHOOL CULTURE

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PERCEPTIONS

OF SCHOOL

CULTURE

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Abstract

School culture has a multitude of definitions and can be perceived differently by every
stakeholder group. The value and measure of importance of school culture can vary
drastically from building to building and district to district. The purpose of this action
research study was to examine the perceptions of school culture as it relates to the
Moniteau School District. Results indicated that school culture was perceived in a
favorable light, with community members feeling the faculty and staff, as well as
administration supported the student population. Additionally, the community provided
suggestions for what can be done to improve school culture, if the opportunity would
present itself. Implications of the study were that the district is on target with the
extracurricular offerings and the communication methods it employs, which has led to a
positive view of the current school culture. Feedback was offered on suggestions for
improvements that could enhance school culture.
Keywords: school culture, district stakeholders, communication methods, administrative

support, faculty and staff support, engagement

PERCEPTIONS OF SCHOOL CULTURE

CHAPTER I
Introduction
School culture is a topic that Moniteau School District is seeking more data. The
district has undergone many changes at the administrative level over the last seven years,
most especially at the level of superintendent. During my tenure in the district (seven
years) there have been two superintendents and two interim superintendents. With the
constant upheaval in this position, there has been no consistency at the district level. New
initiatives are started and then abandoned when someone new comes along. The focus of
the district and goals within the comprehensive plan are written and reviewed, but not
used to hold the district to any sort of standard.
COVID-19 also caused a break in any sort of consistency the district may have
developed. With the shifting in and out of the brick and mortar setting, along with the
state mandates on number of people permitted in the buildings and at events, family and
community involvement dropped. Even now, people are using streaming platforms
instead of attending school events, such as athletic matches.
Focusing on how the community views school culture will allow the district to
make changes in order to meet the needs of the families and community members.
Determining exactly what the district can do to encourage and support students, but to
also create a welcoming environment for families, will be key in rebuilding that feeling
of community within the district.
One major concern is how to draw people back into the schools and encourage
them to become more involved in their child’s education or in the education of their
surrounding community members. Gathering data that shows the district what events are

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popular and what the community at large is looking for will allow the district to host
events and activities that appeal to all stakeholders. As the epicenter of the community,
the school is the greatest draw for activities and events for families and district residents.
Learning how to reach those stakeholders and providing them with the methods of
involvement will help to establish that sense of school culture.
Background
Moniteau School District is a small, rural district comprised of approximately
1142 students (in the 2022-2023 school year) in grades K-12 and located about one hour
north of Pittsburgh, Pennsylvania. There are two school buildings: Moniteau JuniorSenior High School (7-12) and Dassa McKinney Elementary School (K-6). The district
employs roughly 170 staff members, which include, but are not limited to: administrators,
directors, teachers, paraprofessionals, food service staff, custodial staff and maintenance

staff. Extracurricular opportunities are offered at all levels (elementary, junior high,
junior varsity and varsity) through both athletic endeavors and clubs. This action research
study will utilize a quantitative approach to data collection. A survey will be offered to
families of Moniteau students as well as district residents regarding the topics of school
culture, engagement opportunities, and communication methods. All participants will be
from within the bounds of the Moniteau School District.
A survey will be sent to all district families utilizing the district’s Skylert system,
which is the communication system for all district related information relayed through
phone call, email, and/or text message. The Google Forms platform will be used to create
and collect survey information. Google Sheets will be used to collate all survey results. In
addition to Skylert, the survey can be accessed through the district website and Facebook

PERCEPTIONS OF SCHOOL CULTURE

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page which will target those residents who may not have a current student enrolled in the
schools.
A survey participant disclosure form will be the first “question” of the survey.
Participants who select the option that they understand the information presented in the
disclosure form will then have the opportunity to move to the survey questions. Should
the participant select no, the survey will immediately take them to the end of the survey
thanking them for the time.
All participants in the study will be volunteers and may elect to stop participating
at any time.
As the district superintendent, but also a parent of two students in the district, and
an alumnus, this topic is something that has been mentioned by community stakeholders
over the year and is designed to benefit the community-at-large. Additionally, reaching
out to community members, drawing them back into the school system will support a
goal within the district’s state required comprehensive plan. Achieving and/or
maintaining a positive school culture will help to assist the district with better community
involvement and a more positive atmosphere.
The district hopes to instill positive values in each and every student that passes
through the doors. In order to achieve this goal, the students need to want to be here and
are happy when they are here. Students who are happy in their school district are assumed
to correlate to parents/guardians who are happy with their school district. Determining
the current level of school culture and whether people are satisfied with the district is step
one is assisting the district with a baseline of school culture. From there, the district can
move forward in meeting the needs of the students and the community member.

PERCEPTIONS OF SCHOOL CULTURE

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Purpose of the Study
During the course of the pandemic, school culture has taken a significant hit. Due
to the need for virtual learning, virtual meetings, and no in-person events, a disconnect
has been formed between the school and the community. Unfortunately, students and
parents alike have shared their displeasure with the district. The widespread divide
between the reactions of the district and the expectations from the parents have created a
chasm that is complex to understand and difficult to overcome. Stakeholders had
opinions regarding masking, social distancing, quarantines, and other pandemic related
issues, which were often in direct contrast to the district’s stance, as provided by the
Pennsylvania Department of Education and various other health agencies. Throughout the
course of the 2021-2022 school year the district attempted to overcome some of these
fractures, but the nature of COVID-19 prevented that from happening.
Students, parents, and teachers are all facing burnout at an alarming rate. Burnout
can be viewed as feeling negative or stressed out in relation to a job. “Burnout is not a
crisis of time, it is a crisis of the spirit” (Autry, 2001, p. 208). The burnout displays
withdrawal from activities, not engaging with their peers or colleagues, anxiety and many
other characteristics. District residents who would have been the first to volunteer for an
event in the past are hesitant to do so at this time. Mental health needs have skyrocketed
for students. Persons appear to be on edge and a contentious connection between all three
groups has developed. A positive school culture will help to demonstrate how all district
stakeholders being on the same page may help to provide a more well-rounded
educational experience for students.

PERCEPTIONS OF SCHOOL CULTURE
Learning can be fun for everyone. Reminding the district community how
important it is to have a shared commitment to the students may help to foster and
promote the district mission statement, which states: “Our mission is to prepare Moniteau
students to achieve their fullest potential as they face the challenges of life” (Moniteau
School District, 2023). The COVID-19 pandemic was indeed a “challenge of life” and
the district community faced the challenge in a multitude of ways. The district’s goal will
be to reestablish a positive connection between all district stakeholders.
Research Questions
1.

How do extracurricular opportunities factor into a district resident’s
perception of school culture?

2.

What prohibitive factors do district residents perceive as having an effect on
school culture?

3.

Does the delivery method of engagement opportunities have an impact on the
district resident’s perception of school culture?

4.

Do the district resident’s perception of school culture change from the
beginning to the end of the school year?

Potential Outcomes
Several different outcomes may appear as a result of the study. The district will
have the opportunity to gain a better understanding of the impression of the community
and how school culture is perceived. Additionally, methods of communication will be
better understood in order for the district to utilize the most preferred method to
communicate with the district’s stakeholders. Finally, engagement opportunities will be
examined and reviewed as to how they are viewed under the umbrella of school culture.

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The desire of the study will be to gather baseline information on how to interpret
the current level of school culture and what is needed or necessary to improve upon that
level. This will be measured by reviewing data on what events or activities are viewed as
important as compared to those that are attended. Furthermore, the method in which
stakeholders find out about the events within the district will be reviewed to determine
what method best reaches the most people. The study will also learn the preferred method
of communication for community members for future consideration.
Ideally, the district will be able to assume a standard of culture and build upon
that measure. Understanding the current needs and wants of students and community
members will allow the district to provide for its residents in a manner that portrays a
sense of community and camaraderie. The focus will be on how everyone benefits when
we all work together.
Financial Implications
Costs that may be associated with the study are unknown. At this time the
information will be used as data review. However, should the data imply information that
would assist the district in improving school culture costs may be associated with
programming of that nature. That could include professional development opportunities,
programming, additional staff members, and/or new engagement opportunities.
Summary
Once the data have been collected and analyzed, information will emerge that will
show how the parent/resident groups perceives school culture, engagement opportunities,
and communication methods. The data will assist the researcher in determining how the
parents/residents feel and what they would like to see to enhance the engagement

PERCEPTIONS OF SCHOOL CULTURE
opportunities, if any, and whether there can be a correlation between school culture and
how parents/residents utilize occasions to become invested in the district. The researcher
will then determine how to assess school culture by using the opportunities offered to
stakeholders. The data will also show the most effective method of communicating with
the stakeholders. Going farther, the study will analyze the differences between grade
levels of students, gender, alumni status and whether social media was the preferred
method of communication to all parties.

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CHAPTER II
Review of Literature
School culture can be used as a measurement tool to determine how vested people
are in their district. This study will utilize engagement opportunities as a measure of
school culture through the view of district residents. Examining topics such as: student
engagement, family engagement, communication styles, social media use and preference,
types of engagement opportunities offered, alumni status, gender, staff engagement,
administrator leadership styles, and culture through the lens of the school board will
provide a more holistic picture of school culture at the Moniteau School District.
School Culture and Student Engagement
During the COVID-19 pandemic, in person learning ceased to exist and all
extracurricular activities were canceled for schools across Pennsylvania. This was true for
the Moniteau School District. Students and families remained at home and continued
their educational experience in a virtual setting, practically eliminating engagement
opportunities in a face-to-face manner. This had a significant impact on school culture.
Examining school culture through the lens of multiple stakeholders provides insight into
the expectations of the district. Student and family engagement and social media use
provide an opportunity to understand how school culture is interpreted. “Adolescents
with greater perceived belonging and interpersonal support also develop productive and
proactive behaviors that result in positive developmental outcomes” (Del Toro & Wang,
2021). It is in the best interests of schools to develop students’ sense of belonging as it
contributes to the overall sense of community and school culture (Riekie et al., 2017).

PERCEPTIONS OF SCHOOL CULTURE
History of School Culture
“Education begins in the family and continues in kindergarten and later in
school...” (Stanescu, 2021). With the onset of the COVID-19 pandemic, schools were

thrust into unfamiliar territory, forever changing the learning environment for a
generation of students. School culture, as it was known, took a drastic turn in direction
and education became a hot topic all over the world. School culture can be viewed as:
“..the invisible dimension of school life, which is the result of the overall relationships
of all its employees and students, and each of them experiences subjectively, at the level
of one’s own emotions, social relations and work environment” (Pinkas & Bulic, 2017).
The climate of a district can have an effect, whether it be positive or negative, on
the engagement of its stakeholders. Petlak (2014) writes that:
Culture describes how things are and acts as a screen or lens through which the
world is viewed. Each school has a different reality or mindset of school life. A
school’s culture is shaped by its history, context and the people in it. (p. 228)
The importance of this statement is to understand that culture can and will vary from
district to district but also from school to school within a district or school building.
Culture can be assessed from the viewpoint of district stakeholders in a multitude
of ways. Teachers and students may have a differing opinion than parents or community
members. Overall, culture can have a positive or negative effect on shaping the school or
district makeup (Petlak, 2014). In addition to schools and districts, individual classrooms
can have a significant impact on the makeup of the culture of a district. Schools are the
hub of the community, and as such, are the foundation for educational effectiveness once

a culture has been established (Morris et al., 2012). “Schools are primary agents of

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socialization; after one’s own family, the school is often the first place a child learns
society’s norms, values, and culture and comes to understand his or her roles and
responsibilities in society” (Peguero & Bracy, 2014).
Giving students opportunities to participate in important activities at school helps
to create a feeling of personal investment in their school. This increased
investment results in greater bonding and adoption of the school’s standard of
behavior, reducing the likelihood that the students will become involved in
problem behaviors (Pennsylvania Commission on Crime and Delinquency,
Pennsylvania Department of Drug and Alcohol, Pennsylvania Department of
Education, 2021).
Evidence strongly suggests that a positive school culture can have a significant positive
impact on the health and welfare of a student in addition to the beneficial effects on
student behaviors and academics (Jessiman et al., 2022).
Students are essential to the culture of a school and this can be examined by their
engagement in the school itself. Student engagement promotes family engagement (Lam
et al., 2016). Family engagement drives tradition and history within the school and allows
for rich opportunities to occur. Three main categories affect student engagement, which
include: “...teachers, peers and parents” (Lam et al., 2016, p. 139). These three groups
impact what the student chooses to do when involved in the school, “...in an intricate
web of mutually influencing systems” (Lam, 2016, p. 149). Students who felt more
connected to the system overall, felt better about themselves as students and members of
the school community (Riekie et al., 2017). When students perceive that their school is a
caring, compassionate place, their sense of belonging becomes stronger and they develop

PERCEPTIONS OF SCHOOL CULTURE

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better, more prosocial relationships with all stakeholders. (Barr & Higgins-D’ Alessandro,
2007).
School climate is the factor that shapes the student’s formative years (Peguero &
Bracy, 2014). The culture of the school can lead to a plethora of items that have a lasting
impact on their time in school and also on their time upon completion of their school
years. A negative climate can compromise the educational setting and cause students to
become high school dropouts. It can also have an influence on criminal behavior,
unemployment and general health (Peguero & Bracy, 2014). On the opposite end of the
spectrum, Peguero and Bracy (2014) found that a positive climate encourages school
completion and may reduce or prevent fewer promising behaviors (e.g. incarceration,
drug use, delinquency).
Communication and Social Media
Schools have long used a variety of communication tools to foster engagement
with families and provide information. Methods used have included: emails, phone calls,
text messages, newsletters (both digital and print versions), letters, calendars, websites
and mass mailings. With the rise in social media users, it only makes sense that schools
jump on the social media train as well (Jedrzejczyk & Brzezinski, 2021). Studies have
shown that, “The use of social media by organizations increases customer involvement in
the processes that take place...” (Jedrzejczyk & Brzezinski, 2021, p. 460). Schools are
consistently looking at family engagement opportunities, especially Title I schools.
Utilizing social media platforms as a method to push information out to families in a
quick and easy manner is one form of engagement being reviewed by districts. “A

PERCEPTIONS OF SCHOOL CULTURE

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leading factor in the digital transformation of educational institutions has undoubtedly
been the vision of its leaders” (Karakose et al., 2021).
During the pandemic schools were looking for a number of methods to reach
families at their level. Social media was at the forefront of that communication
(Jedrzejczyk & Brzezinski, 2021). For some that included phone calls, google meets or
email, but for others messaging on apps became the norm.
Social media allows schools to provide instant updates, rapid distribution, and
immediate response from school stakeholders. Well used social media can also
significantly enrich the learning process by increasing the attractiveness of the
learning content and the variety of teaching tools (Jedrzejczyk & Brzezinski,
2021, p. 461)
Social media networks provided the illusion that “everyone is within reach” (AlHamad et al., 2022, p. 90). Students and parents were comfortable with the platforms and
more apt to use them due to their “entertaining and friendlier” nature (Al-Hamad et al.,
2022, p. 90). Teachers utilized social media to inform students of class assignments,
provide feedback, make general comments, and speak with a group of students at any
given time. The premise was that social media is a quick, easy-to-use platform to convey
information. However, the use of social media within the educational setting is driven by
how much the students buy-in to its value (Al-Hamad et al., 2022).
Social media is more mainstream now than ever before. Parents utilize social
media in their daily lives, “...because they perceive value in the activity and it empowers
them in at least some aspects of their lives” (Dennen et al., 2021, p. 12). Parents have a
slew of responsibilities assigned to them and for some it is essential to gather information

PERCEPTIONS OF SCHOOL CULTURE

13

as quickly as possible in order to move on to their next task. Henstrom et al. (2022) found
that social media is the quickest avenue for parents to turn to gather the necessary
information for whatever topic in which they are interested. Henstrom et al.’s (2022)
study utilized the examination of Facebook and the effect it had on the dissemination of
information. Research concluded that parents employed Facebook at least one time per
day and information was made readily available on that social media platform as a result
(Henstrom et al., 2022).
“Twenty-first century parents have a powerful tool at their fingertips 24 hours a
day: the Internet. ..it is a space where two-way communication can occur and
relationships can be fostered” (Dennen et al., 2021, p. 12). Technology has provided the
opportunity for schools to communicate on a multitude of platforms. Social media use, to
project information, rose 67% in a period of 16 years (Dei et al., 2022). This trend has
had an impact on how information is shared and when the sharing can occur. “Social
media has been used to market to parents, and parents who are social media influencers
have turned their social media posting into revenue streams for their families” (Dennen et
al., 2021, p. 2). Ricks et al. (2021, p. 609) found that the use of social media can help
“build engagement in one’s community.” More opportunities are available when people
have a large social network and use it to find resources for whatever they may need at
that moment.
However, social media can also be viewed through a negative lens. Frolova et at.,
(2019) have found that the increasingly violent messages portrayed through the media
have a lasting effect on the students psyche. Kazaz et al. (2022) found that oftentimes
students were anticipating learning one thing, but were given violent messages instead

PERCEPTIONS OF SCHOOL CULTURE

14

which was built into the program platform they were using to learn. Over stimulating
students with these negative messages can appear to influence their overall makeup as a
student, which examines items such as behavior, attendance and grades (Frolova et al.,
2019). Jayabharathi et al. (2022), found that boys spent significantly more time on social
media and used it primarily for discussions and relationship building, while girls used the
platforms to discuss personal issues.
Family Engagement
Family engagement practices have shifted from the early years of education. Early
childhood programs were considered essential for students to succeed later in life.
Providing access to community sponsored programs were considered a leg-up for
families and promoted family engagement in the educational process during the preschool years. Not only did this get parents involved in their child’s life early on, it
became an expectation so that when they reached elementary school there was no
pressure to assume all of these additional responsibilities because they were already built
in to their daily lives (Underwood & Killoran, 2012). The original expectation for
education was that families would support schools and assimilate with the teachings,
lessons, and curriculum. However, the new expectation is that families and school work

in tandem to enhance the educational experience for students (Wyness, 2020). Wyness
(2020) examined the difference between parental engagement and parental involvement
and the benefits they can have on both the student and the school environment. “Kindness
is a central value and ongoing dialog across a network of engagement is crucial”
(Wyness, 2020, p. 174).

PERCEPTIONS OF SCHOOL CULTURE

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Borup et al. (2019, p. 81) found “three primary factors that contribute to parental
engagement behaviors: parents’ motivational beliefs; the types of invitations parents
receive from their student and others; and, parents’ perceived ability, availability, and
energy to help.” Families and schools should have a mutually beneficial relationship that
affords students multiple opportunities both at home and at school. Family engagement
has demonstrated that outcomes of students, staff and parents all increased when families
were more engaged in their student’s education (Gross et al., 2018).
Thamrin et al. (2021) found that certain barriers, such as economic stressors,
unemployment, work hours, and mental health concerns can make it difficult to have
parental engagement. Furthermore, families with these barriers needed “...intensive
recruitment efforts to successfully engage them” (Thamrin et al., 2021, p. 888). While
these families may want to engage with their child or school, there may be, what they
perceive to be, too many preventative measures barring them from becoming more
engaged with the school system.
Family engagement has the ability to drive student engagement and parent
perception on school culture and is as important as their perception on social media use
(Procentese et al., 2019). Family units perceive the growing use of information
technology in a plethora of ways. However, “...it is evident that the information and
communication technologies are profoundly changing the ways in which people behave
and relate to each other” (Procentese et al., 2019, p. 2). Using social media is one avenue
families are able to effectively communicate and stay in touch throughout the day.
Having parents proficient in the use of social media affords less opportunities for students
to entertain the use of these platforms for more nefarious reasons and keeps families

PERCEPTIONS OF SCHOOL CULTURE

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abreast of the day-to-day interactions. Procentese et al. (2019) found that parents who
perceive social media platforms as a positive investment of their time have better
relationships amongst family members and are open to new experiences. Dredge and
Schreurs (2020, p. 895) found that “...the most consistent findings regarding
interpersonal benefits associated with social media use...were sense of belonging, social
capital, and offline social interaction.”
Borup et al. (2015) found that students who received encouragement from their
families during their online learning did significantly better than those students who did
not receive familial support. Another significant finding was that students who had
established trusting relationships with their families had families who were more engaged
in the school. “Parents also modeled the importance of education by volunteering at
school functions” (Borup et al., 2015, p. 81). Modeling expected behaviors demonstrates
to students that their parents care about not only their academic accomplishments, but
also their extracurricular involvement as well.
Supporting parents as leaders within their child’s education is important in
keeping families engaged in the educational setting (Douglass et al., 2019). Not only do
parents act as advocates for their children, they also have more positive relationships with
school staff (Douglass et al., 2019). Leadership at this level led to more community
involvement for all stakeholders involved and a more well-rounded understanding of
family dynamics and school expectations (Douglass et al., 2019). Utilizing a distributed
leadership style predicted how much support parents feel they have from the school
(Gross et al., 2018). Furthermore, the multi-tiered system of support also demonstrated

PERCEPTIONS OF SCHOOL CULTURE

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that a parent felt their child was receiving necessary support and in turn they felt
supported in their role (Gross et al., 2018).
Parental involvement provides the opportunity for schools to understand their
students better in order to provide supports accordingly. Communication between home
and school strengthens the involvement levels and shows a connection between home life
and school life (Caridade et al., 2020). Parents who prove to be more involved in their
child’s educational setting are witness to fewer behavioral problems and are more
supportive of participation in extracurricular activities, while the opposite can be said of
parents who show little or no involvement (Caridade et al., 2020). Parental involvement
can assist in establishing a more positive school culture and when school culture
improves, students become more involved, absenteeism declines and behavior problems
are reduced because families and schools are working collaboratively (Caridade et al.,
2020).
Student Engagement
Student engagement varies amongst gender and grade level. Students in younger
grades tend to remain more engaged within the school. Their families also tend to be
more engaged in the school with this engagement decreasing the older the student
becomes (Borup et al., 2015). Additionally, females are traditionally more involved in
their schools than their male counterparts. Students who benefited from a strong parental
support system also displayed higher levels of engagement (Lam et al., 2016).

Peer

support is also important when determining engagement levels of students. The more
support and friendships a student has, the more engaged that student feels in school.
Furthermore, those students who received familial support and/or who were from higher

PERCEPTIONS OF SCHOOL CULTURE

18

socio-economic backgrounds did better in school and were also more engaged with their
peers and academics in general (Haapasalo et al., 2010). Interactions between students
that occur inside the classroom as well as outside the classroom afford the opportunity for
students to develop a stronger connection to their peers (Riekie et al., 2017).
However, one study found that adolescence is the period of time that defines how
students become engaged in school activities due to more differentiated gender
disparities. At this point in their development, athleticism has been established and
students are no longer participating in athletic endeavors for fun, but are starting to enjoy
competition. This means that there may be tryouts for teams and students could be
excluded from participation. With the reduction in the need to participate because their
friends do, the team makeup undergoes a change in dynamic. For example, girls and boys
tend to lean more toward “gender-appropriate” activities, or girls will withdraw from
sports completely during adolescence (MacQuarrie et al. 2008, p. 263). MacQuarrie et al.,
(2008) also remarked on the beneficial nature of students taking part in establishing the
activities that are offered and how that can have an impact on the participation rates, but
that having a variety of activities helps to keep students involved and participating. “One
outcome of athletic elitism is that it privileges some students and activities over others,
and this does not create a culture of inclusion...it can create rifts in school cohesion and
entrenches privilege along gender lines” (MacQuarrie et al., 2008, p. 269).
Cemalcilar (2010) also found the importance on peer relationships and a student’s
sense of belonging. Students who had strong relationships, and could list a friend or a
peer group, were more engaged in school than their peers who may have been ostracized
or who have no friends. Not only did this make them less engaged in the overall school

PERCEPTIONS OF SCHOOL CULTURE

19

environment, these students were more likely to develop behavior issues, academic
struggles and become high school dropouts. A student’s socio-economic status could also
contribute to a sense of well-being amongst their peers. Moore et al. (2017) found that
students from more affluent families were more invested in their school and had positive
relationships with both peers and their teachers. Unfortunately, students in the same
schools who came from a lower socio-economic status had exactly the opposite
experience. These students felt unappreciated and undervalued in their school community
(Moore et al., 2017).
When examining bullying as it relates to school climate, Konishi et al. (2021)
found that students who experienced a greater connection to the school: more
involvement in the school, sense of belonging, feeling of safety and security, had a
stronger reaction to the occurrence of bullying and were more likely to stop it or report it
to an adult. Additionally, students had a greater connection to their peers and felt more
accepted in a diverse culture, which in turn assisted in preventing bullying from occurring
(Konishi et al., 2021). Thus, when school culture is viewed as positive and students feel
accepted for who they are, they are more willing to participate in more school offerings
and help their peers in the event of a negative interaction (i.e. bullying). These students
were found to be less tolerant of non-acceptance and more likely to engage in pro-social
endeavors (Konishi et al., 2021). Frostick et al. (2018, p. 335) found that: “...school
connectedness had a positive mediating effect on mental health.”
Rezende et al. (2015, p. 1) found that “School level characteristics have important
potential to increase the possibility of engagement in physical activity in and out of
school, and therefore have a fundamental role in promoting these practices.” Barriers do

PERCEPTIONS OF SCHOOL CULTURE

20

exist to physical activity and, because of that, students are unable to participate in
extracurricular opportunities. Such barriers can include non-availability of extracurricular
offerings or non-accessibility for these offerings (Rezende et al., 2015). This study also
concluded that half of the students who participated in physical activity, both in and
outside of school, were male with strong supportive family relationships who promoted
these activities. The type of extracurricular activity can have an impact on student
engagement and how students perceive themselves in the school environment (Pjanic et
al., 2021).
Students who feel a strong sense of belonging in their school environment have
been found to be:
...less anxious, less lonely, more autonomous and pro-social, more intrinsically
than extrinsically motivated and more successful in their classes. Furthermore,
they value education more, participate in both in-class and out-of-class activities
more frequently, have higher self-esteem, higher school attendance rates, better
relationships with their teachers and peers, and are in general more satisfied with
their lives (Cemalcilar, 2010, p. 247).
These feelings are especially evident in elementary aged students and students from low
socioeconomic backgrounds (Cemalcilar, 2010). The younger the student when the
encouragement begins to participate in extracurriculars leads to a greater rate of
participation when the student is older, when students traditionally begin retreating from
sports or other extracurricular activities (Aoyagi et al., 2020).
Student Engagement in Extracurricular Activities

PERCEPTIONS OF SCHOOL CULTURE

21

The school setting also played a role in the sense of belonging. Schools who
offered extracurriculars, afforded a safe environment to learn and grow, and provided
students with multiple academic opportunities provided a stronger sense of belonging
than those who fostered unsafe learning environments, no availability for afterschool or
extracurricular programming or other lack of resources (Aoyagi et al., 2010). Students
who participated on a team were affected by their teammates in the strength of their
motivation (Aoyagi et al., 2020). Conversely, students who were considered victims of
bullying perceived their school environment negatively and did not trust their teachers to
keep them safe in the learning environment (Rudasill et al., 2018).
Students who are involved on a team seem to associate that team with positive
peer relationships, both with team members and non-team members (Gorski, 2021).
Because of the established positive relationships within the team, a stronger connection to
the school is developed and a connection felt to the staff is recognized. Haapasalo et al.
(2010) also found that students who participate in extracurriculars do better in school but
also feel more engaged and connected to their teachers, if their teachers provide high
expectations in a structured environment. Barr and Higgins-D’ Alessandro (2007) studied
two schools who had a requirement for students to participate in other non-academic
activities. These opportunities provided students with the ability to gain perspective on
their school from a different viewpoint and become involved in decision-making leading
to local change and a sense of connectedness (Barr & Higgins-D’ Alessandro, 2007).
“Extracurricular activities expose students to learning opportunities different from
their classroom learning environments, potentially shifting their levels of school
engagement” (Gorski, 2021). These activities, while not being the sole focus of

PERCEPTIONS OF SCHOOL CULTURE

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schooling, are important to the overall educational process and can assist students in
attaining academic success. Gorski (2021) found that there are three forms of engagement
that are interconnected in the educational process: behavioral, emotional, and cognitive.
Each engagement type helps students develop a sense of belonging in some form to the
school and the individuals associated with it. Yet, a student’s background can have an
effect on how engaged they become in their school. Ferrari et al. (2021) found a
connection to the number of available sports courts, fields, etc... with the number of
students who participate in extracurricular offerings: the more courts, the higher the
number of students. Additionally, Ferrari et al., (2021) concluded that the school
environment significantly impacts whether students elect to participate in extracurricular
activities.
Extracurricular coaches or leaders play a key role in student participation and
inclusion. Studies show that coaches who are from within the school setting promote and
foster stronger relationships with students and build better programs than those who are
from outside the organization (McCabe et al., 2020). Because the extracurricular
programs are in addition to the academic program students tend to do better in both areas
and develop more of a sense of belonging to the overall school system. Talented youth,
such as those who would be considered gifted, felt that their success, or lack thereof,

could be attributed to their school environment (Gierczyk & Pfeiffer, 2021). In addition
to the school environment, relationships with one’s peers influenced feelings about
inclusiveness and the “development of students’ abilities” (Gierczyk & Pfeiffer, 2021, p.

582).

PERCEPTIONS OF SCHOOL CULTURE

23

The way an extracurricular program is developed determines the amount of
participation the program receives (McCabe et al., 2020). A study in Japan determined
that physically active students, both inside and outside school hours, determined the level
of childhood obesity as well as participation rates in extracurriculars and school dropout
rates. The study also found that these particular teachers spend an average of three to four
times longer with students per week than their non-involved colleagues (Aoyagi et al.,
2020).
Title [X and Extracurricular Opportunities.
Title [IX had a major impact on the effect of women in the work force and
eventually transitioned to encompass females in the educational setting. Sexual
harassment occurs across all levels of education and students have the expectation of
safety while in school or participating in a school activity. Social media has enhanced the
stories of sexual assault survivors and provided a forum for students to recount their
experiences and to ensure steps are being taken to prevent the same issues from
continuing to happen (Suran, 2015). With the addition of the internet, Title [IX is exposed
more than ever before and demonstrates the importance of knowing and understanding
the law regarding sexual harassment. Additionally, social media has given a voice to the
victims and removed the stigma of sexual assault by laying the blame where it should be
(Suran, 2015). “Title IX is supposed to ensure that people are safe and comfortable to
pursue their educational opportunities regardless of gender, but gender inequity runs
deeper than the law can reach” (Suran, 2015, p. 308).
Students became so used to facing sexism day-to-day at school they were unable
to see that it was happening to them at exponentially higher rates than the rest of the

PERCEPTIONS OF SCHOOL CULTURE

24

surrounding areas. Sexism became such a problem in their school that the girls involved
in a service-learning project described it as follows: “...sexism was not a problem in the
world today, despite the high levels of sexual harassment they faced in school” (Martin &
Beese, 2016, p. 228). These girls were unaware that sexism was a problem they were
facing in their school and in the country because it was embedded in their normal, daily
lives. During Martin and Beese’s (2016) study, the authors found that culture can change
when girls learn to stand up to sexual harassment.
When Title [IX was first introduced, all cases were between students and teachers
or other school officials (Cyphert, 2017). The Davis decision effectively shifted the focus
and propelled the court system to allow for peer-on-peer sexual harassment rulings within
the school setting (Cyphert, 2017). As such, the Davis decision put into place the decree
that every school district have a grievance procedure to report sexual harassment. Peeron-peer sexual harassment within the school environment is overseen by the Department
of Education’s Office of Civil Rights.
Title IX also focuses on the disparity between men’s and women’s athletics and
has brought about reform targeting equitable opportunities for all genders. High schools
are now required to file an Interscholastic Athletic Opportunities Disclosure Form every
year which highlights the number of sports offered to both males and females, the
financial amount spent on each athletic team (and student) and the number of students
who participate at the start and end of each sports season.
School Culture and School Staff
Student relationships with school staff can be viewed in both a positive and
negative manner. However, students who tend to view these relationships in a more

PERCEPTIONS OF SCHOOL CULTURE

29

positive light do so because of their meaningful interactions with those in the school
setting, leading to positive relationships (Reid & Smith, 2018). While relationships with
the school principal can have a lasting effect of the sense of belonging, teachers are the
first to establish a relationship with students and have a significant impact on the
establishment of school culture and its applicability to the sense of belonging for any
student.
More positive relationships with teachers promoted a greater sense of belonging
which can contribute to stronger academic achievement (Cemalcilar, 2010). “The
presence of supporting, caring, and stimulating relationships in the school also comes
with a stimulating and safe environment, and together they enhance students’ schooling
experiences” (Cemalcilar, 2010, p. 261). When students perceived their relationship with
teachers to be more positive the climate was generally more positive and was viewed as a
preventative measure for negativity (Peguero & Bracy, 2014). Conversely, negative
interactions between teachers and students can lead to a breakdown in culture (Frolova et
al., 2019). In a study by Frolova et al. (2019), the researchers found that the breakdown in
student and staff relations occurred as a result of negative performance on standardized
tests. The teachers found this to contribute to the student’s overall lack of motivation.
Teacher leaders are becoming more common in today’s school system and they
share more of the responsibility in the development of school culture (Simpson, 2021).
Leadership by teachers can be expressed in their relationships with other staff members
and students. Teachers can have the ultimate impact on school culture as they can have a
significant impact on the attitude and performance of their colleagues and their students.
When examining teacher leadership, Simpson (2021) found that teacher leaders were

PERCEPTIONS OF SCHOOL CULTURE

26

most supported in an atmosphere of collaboration where teachers feel valued and
understood. Because these teachers work directly on the front lines they often have good
ideas of what needs to occur to make the students, school, or district more successful and
more valued (Simpson, 2021). “If the change is anticipated, perceived as necessary and
welcomed by educators, it can be uplifting and energizing. In contrast, unwelcome
change can be disturbing and disorienting” (Kovacevic et al., 2018).
School administrators have the ability to influence school culture: both positively
and negatively (Harris, 2018). Because students spend a significant portion of their
waking hours with those outside of their family unit, the influence they are under at
school can assist in the development of school culture (Del Toro & Wang, 2021).
Administrators are able to foster a nurturing environment where students feel safe to
learn and develop. “...positive school-based interpersonal relationships and students’
trust in school authority’s engagement in fair discipline practices — both of which are
major components of school climate — have been found to predict greater engagement in
school” (Del Toro & Wang, 2021). Culture is achieved through active listening and
determining the views of the school by understanding what is being said (Harris, 2018).
In as much as school leaders are expected to drive their organization toward
achieving set goals related to academic achievement, they are equally expected to
ensure that the teaching and learning environment adheres with the tenets of
optimism and harmony. (Velarde et al., 2022, p. 164)
“Good leaders are never satisfied with what is. They see what could be, and they
continually seek to achieve it” (Maxwell, 2018, p. 130). Reavis et al. (1999) found how a
principal can completely overhaul a school’s academic program by relating to both

PERCEPTIONS OF SCHOOL CULTURE

ae

students and staff and connect with them in areas other than academics. By doing this
students and staff members felt more valued and the school saw a significant
improvement in test scores from one year to the next. Teachers and students were active
in planning activities for involvement and a more diplomatic approach was used in the
planning in order to ensure everyone’s voice was heard and viewpoints were considered.
Strict rules were enforced for all students and high expectations were the norm, which
resulted in teachers and students adapting to the new procedures with minimal fussing,
but still feeling supported by school staff and administration (Reavis, et al. 1999). The
principal, “...had high energy, was very competitive, was goal focused and positive, gave
credit to others for successes that might have been due largely to his efforts, praised
lavishly, was attentive to detail, and followed up on everything” (Reavis, et al., 1999, p.

201). Cemalcilar (2010) also found that how administrators interact with their students
can have a strong correlation to the students’ sense of belonging.
Chen and Yang (2022) found that leadership within higher education can have a
profound effect on the culture of a university. Leaders in these settings must respond to
the changing environment, but must also address these changes within the setting.
Students who do not feel supported by the top-level leaders feel no sense of belonging to
the school and ultimately lack a positive school climate which creates a lack of respect
and supportive environment (Chen & Yang, 2022).
The school environment does not solely focus on academics any longer. School
administrators have been tasked with ensuring a safe and secure learning environment
while also focusing on health, community partnerships, academics and school culture. All
elements of the learning process, both inside and outside the school walls, are

PERCEPTIONS OF SCHOOL CULTURE

28

emphasized in the school environment (Obied, 2020). A safe and secure environment
encourages more involvement in the school, whether that may be in improving academic
programs, parental involvement, or extracurricular participation (Obied, 2020). “Effective
school leadership presents a viable prospect in promoting a healthy school climate
characterized by a goal-driven, harmonious teaching and learning environment” (Velarde
et al., 2022).
Administrative Leadership Styles
“Regardless of structure, of environment, or of leadership style, our organizations
remain fundamentally human organizations, which means they will reflect both the
strengths and the frailties of the human condition” (Autry, 2001, p. 100). Even the best
leadership styles will have flaws. According to Velarde et al. (2022, p. 179), “...leaders
with a high level of cultural intelligence can positively influence organization behaviors.”
School leaders utilize a variety of leadership styles to develop and advance a school’s
mission and vision statement. Those statements can include areas on academic
achievement, extracurricular participation and school climate goals. Determining a
school’s ethos is also an important step in understanding the makeup of the innerworkings of the school, its students, and the staff members (Bragg & Manchester, 2016).
Transformational leadership promotes changes within the system and the
individuals (Pinkas & Bulic, 2017). This leadership style allows shifts in culture to occur
from within the organization through the use of support and encouragement.
Transactional leadership is another leadership style used to achieve culture changes.
Transactional leadership uses the philosophy of give and take between the leader and the

PERCEPTIONS OF SCHOOL CULTURE

20

followers. These two forms of leadership can work in tandem to promote culture shifts
that benefit both staff and students (Pinkas & Bulic, 2017).
Transformational leadership is attributed as necessary in a principal’s repertoire in
order to effect change at the building level (Tan et al., 2022). The tenets of
transformational leadership provides the necessary qualities a leader must have when
working on their “school improvement journey” (Tan et al., 2022, p. 485). A
transformational leader takes a staff member who has only been concerned with their
own well-being and encourages them to look at the broader picture in terms of the
educational setting. These leaders demonstrate the importance of the district’s mission
and vision and how those can be accomplished, for the benefit of the student, rather than

focusing on the individual vision of one person (Tan et al., 2022). Transformational
leaders look at the greater good within the system and they are viewed as an inspirational
motivator (Araya, 2022). Araya (2022) found employees responded more favorably to
transformational leadership. Maxwell (2018) stated:
All leaders have one thing in common. They see more and before others. What
makes that indispensable is that it allows their followers to begin expanding their
vision and acting on it more quickly. If the leader doesn’t see the vision, the
people never will. (p. 166)
It is up to the transformational leader to make people believe in something and striving
for better.
Transactional leadership is another style employed to motivate workers. In this
method, rewards are used to encourage people to employ good behavior or to perform to
the expected scale (Araya, 2022). Transactional leadership is extrinsically motivated.

PERCEPTIONS OF SCHOOL CULTURE

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Araya (2022) found that while people do respond to transactional leadership it is not the
most preferred leadership style if a systemic change is desired. When looking at
transactional leadership through the lens of school culture, a staff member may only
contribute to changing the climate if they themselves will reap the benefits or rewards.
When they are unable to view a change in this manner individuals may be more apt to
ignore or challenge this change in the system.
Passive or avoidant leadership takes a more hands-off approach. Leaders let all
decision-making occur at the local level and not the administrative level (Alhuzaim et al.,
2022). Essentially, the control of the school would be in the hands of those decision
makers, such as the teachers, the students, or the parents. These administrators avoid
decision-making and tend to not want to rock the boat (Alhuzaim et al., 2022). Change
occurring would be difficult in this leadership style due to inconsistent messaging and
differing foci with no emphasis on the mission of the school or district.
Servant leadership can be attributed to organizational performance. Servant
leaders build upon the philosophy that anyone can be a leader (Bier, 2021). The main
tenets of a servant leader are: character, integrity, humility, courage, empowerment,
empathy, emphasis on the greater good, and consistently electing to put others first (Bier,
2021). “Principals have a powerful, but indirect impact on student achievement and wellbeing as it is mediated through the principal’s influence on teachers and school climate”
(Bier, 2021, p. 30). Servant leaders do not use force to gain a following, but instead
emphasize the importance of individualism and focus on how students and staff can work
to have an influence on their own situation in a positive respect. People who choose to

PERCEPTIONS OF SCHOOL CULTURE

31

work in the field of education traditionally select this job because of “moral reasons”
(Bier, 2021, p. 30).
“As a servant leader of a school the principal’s role requires more than knowing
and reflecting on their individual purpose. They must also facilitate a sense of purpose
among all those in the school community” (Bier, 2021, p. 33). Making connections
between students, staff and the community are essential to a servant leader. It is with
these connections a sense of culture can be built and enjoyed throughout the district. A
principal is a key component of establishing this culture and contributing to its success.
Autry (2001, p. 53) states that “In order to bring the concepts of servant leadership to
your people, you must prepare them, educate them, train them.” Additionally, servant
leaders should be a shoulder to lean on or an ear to listen. They take a more supportive
role (Autry, 2001).
Moral leaders are shaped by attitudes and values and how they contribute to the
overall vision (Sergiovanni, 1992). When specifically referencing school leadership,
“..key qualities...are an understanding of how children and adults learn and keep on
learning and the ability to build communities of learners” (Sergiovanni, 1992, p. 1).
Moral leaders are more authentic in their approach to leadership as it is shaped by the
core values viewed as important to them. “Professionalism as virtue is also concerned
with questions of character” (Sergiovanni, 1992, p. 55).
Authoritarian management has led to negative interactions amongst students and
staff members (Frolova et al., 2019). Authoritarian leaders have effectively removed the
opportunity for individualism to occur, which can lead to resentment and hostility. When
this occurs, teachers have indicated they are not satisfied with their position which in turn

PERCEPTIONS OF SCHOOL CULTURE

a2

leads to students not being happy in their school setting (Frolova et al., 2019). “A direct
relationship between the support of an authoritarian style in school and the estimates of
conflict between the administration and teacher” was found (Frolova et al., 2019). When
teachers are stressed in their position this can carry over to their interactions with students
and parents.
Parents interpret negative interactions as a hostile environment and a significant
lack of trust is then established (Frolova et al., 2019). When this occurs, no one wins. The
school culture is poor because a lack of community has been established when finger
pointing occurs and the blame is placed on whomever the negative interaction occurred.
This leadership style, especially in the field of education, creates a lose-lose scenario
between all stakeholders.
Digital leadership is a leadership style that connects K-12 administrators with
technology (Ellis et al., 2021). This new leadership style “encompasses using the vast
reach of technology to improve lives, well-being, and circumstances of others” (Ellis et
al., 2021, p. 697). Digital leadership blends a district’s mission and vision with
relationships and interactions relating to technology. The entire premise was devised to
focus on the advancements in technology and how they are incorporated into the school
and/or district. Today’s school administrators are faced with integrating technology into
the school system, while ensuring that professional development opportunities are
sufficient to enhance digital platforms (Ellis et al., 2021).
When examining school culture resulting from principals as digital leaders, 93%
of the principals stated that while they were aware of digital leadership and
importance for improving teaching and learning outcomes for the digital age, they

PERCEPTIONS OF SCHOOL CULTURE

33

experienced limited opportunities to implement digital leadership in their school
(Ellis et al., 2021, p. 698).
School Culture and the School Board
School board members were originally established to be the conduit between the
community at-large and the district and vice-versa (Roegman et al., 2022). School board
members are also a key component in establishing school culture. High achieving schools
are a product of school boards and school leaders working together to set high
expectations for their students (Ford & Ihkre, 2015). Providing transparency in school
achievement and financial matters begins a dialog between school board members and
other community members in order to hold the appropriate individuals accountable for
the success or lack thereof of the students, schools, or a district (Ford & Ihkre, 2015).
School culture can change when parents are unhappy with the current trend in their
district and vote school board members out. An overturn in board members can also
mean a new superintendent and new expectations for all stakeholders. Ford and Ihkre
(2015) found that districts who performed better typically had a cohesive board unit who
agreed on the definition of accountability of themselves, the administrators, and the
teaching staff.
The pandemic has shifted school board meetings into public forums for political
conversations and debates as opposed to handling traditional topics (personnel,
curriculum, financial matters (Roegman et al., 2022). School board members must now

navigate differing opinions and worry more about the social and emotional status of
students on top of their academic endeavors (Roegman et al., 2022). “Differing opinions
about the purposes of education have always and will continue to exist. The key is to

PERCEPTIONS OF SCHOOL CULTURE

34

ensure that school boards are equipped to balance competing values as they work to
ensure all students have equitable educational experiences” (Roegman et al., 2022, p. 49).
The Pennsylvania School Board Association (PSBA) has principles for
governance and leadership, which are as follows:
e

lead responsibly

e

act ethically

e

plan thoughtfully

e

evaluate continuously

e

communicate clearly

e

advocate earnestly

e

govern effectively (Pennsylvania School Board Association, 2022, para. 2)

Using the above-listed principles, school boards are able to keep the focus on the students
and not on personal agendas. Each principle has short and long-term effects on a
decision, and ultimately the education of every student. (Pennsylvania School Board
Association, 2022). School directors are required to undergo a predetermined training
with a specific number of hours. The trainings emphasize the principles and the rationale
behind the board’s purpose. In addition to training, school directors have access to
articles and daily emails with up-to-date information occurring in schools in the state of
Pennsylvania. Current and former law cases are also available for review.
Moniteau School District
Moniteau School District is a small, rural district comprised of approximately
1280 students in grades K-12 (during the 2021-2022 school year) and located about one
hour north of Pittsburgh, Pennsylvania. There are two school buildings in the district:

PERCEPTIONS OF SCHOOL CULTURE

35

Dassa McKinney Elementary School (K-6) and Moniteau Junior-Senior High School (712). The district covers a geographical area of 157 square miles. Within those borders are
the townships of Cherry, Clay, Concord, Marion, Venango and Washington with the
boroughs of Cherry Valley, Eau Claire, and West Sunbury.
Approximately 20% of the student population is identified as special education.
The district has shown a significant decrease in enrollment over the last two years with
the largest grade (6") having 103 students and the smallest grade (kindergarten) with only
71 students enrolled. Forty-eight percent of the student population is female.
Approximately 170 staff members are employed by the district (administrators, directors,
teachers, paraprofessionals, food service staff, custodial staff, and maintenance staff).
Furthermore, roughly 50% of the students qualify for the free/reduced lunch option.
Extracurricular opportunities are offered at both buildings, however athletic
offerings at the elementary level are organized by the community, not the school. Junior
varsity and varsity teams consist of students in grades 9-12, while students in grades 7-8
make up the junior high teams. The following athletic opportunities are offered at the
Junior-Senior High School:
e

football (primarily boys, junior high, junior varsity and varsity);

e

cross country (boys and girls, junior high and varsity);

e

volleyball (primarily girls junior high, junior varsity, and varsity);

e

golf (boys and girls varsity);

e

basketball (boys and girls, junior high, junior varsity and varsity);

e

competitive spirit (primarily girls junior high and varsity);

e

baseball (boys junior high, junior varsity and varsity);

PERCEPTIONS OF SCHOOL CULTURE
softball (girls junior high, junior varsity and varsity);
track and field (boys and girls, junior high and varsity);
sideline cheer (junior high, junior varsity and varsity);
During the 2021-2022 school year the following number of athletes participated in each
sport:
boys track — 26
girls track — 30
baseball — 15
softball — 19
junior high volleyball — 23
junior high boys’ basketball — 15
junior high girls’ basketball — 12
football — 27
junior high football — 23
volleyball — 22
boys’ cross country — 6
girls’ cross country — 7
junior high girls’ cross country — 6
girls golf— 10
boys golf — 10
junior high competitive spirit — 13
competitive spirit - 12

36

PERCEPTIONS OF SCHOOL CULTURE
In addition to the numerous athletic offerings the following clubs are available to
Moniteau students:
e

National Honor Society

e

National Junior Honor Society

e

Creepers and Crawlers

e

Math Club

e

Art Club

e

Future Farmers of American (FFA)

e

Future Homemakers of American (FHA)

e

Future Teachers of America (FTA)

e

Student Council

e

Junior High Student Council

e

Future Business Leaders of America (FBLA)

e

Spanish Club

e

Japanese Club

e

Mock Trial

e

Sign Language Club

e

Moniteau Mentors

e

Improv Club

e

Stock Market Club

e

Gardening Club

e

Academic Decathlon

e

Pentathlon

PERCEPTIONS OF SCHOOL CULTURE
e

Yearbook

e

Writing Center

e

Math Center

e

Sophomore Class Officers

e

Junior Class Officers

e

Senior Class Officers

e

Marching Band

e

Pep Band

e

Ensemble

e

Choir

e

School Musical

e

Vocational-Agriculture Programming

There are several community sponsored activities available to students in grades K-6,
such as:
e

football

e

cheerleading

e

basketball

e

softball

e

baseball

e

scouting

e

faith-based organizations

These groups are primarily parent led and, while they consist of Moniteau students, the
district has no ties to them in any financial capacity. However, it should be noted that

PERCEPTIONS OF SCHOOL CULTURE

39

students who begin their extracurricular endeavors in these programs, traditionally carry
on with the programming during their high school years.
During the 2021-2022 school year the district’s estimated budget was
$22,538,777.00, with $21,062,079 in expenditures and $21,695,510.75 in revenues. An
additional $3,977,547 was allotted in Elementary and Secondary School Emergency
Relief Fund (ESSER) funding. The millage rate was 93.88 with one mil equating to
approximately $68,036. The athletic budget was approximately $216,633.42,
representing about one percent of the total budget, with the sports breakdown as follows:
e

fall cheer = $3875

boys golf= $3250
e

cross country = $3740

e

football = $32,385

e

volleyball = $10,307

e

winter cheer = $770

e

boys basketball = $15,203

e

girls basketball = $19,855

e

softball = $12,506

e

baseball = $13,086

e

boys track and field = $6658

e

girls track and field = $3996

e

competitive cheer = $6000

e

girls golf 2= $3100

PERCEPTIONS OF SCHOOL CULTURE

40

The importance of researching how engagement opportunities affect school
culture will allow the district to plan accordingly for future events. School culture can set
the stage for the whether a student has a positive or negative school experience. That
culture can also contribute to how alumni view their district and whether they may elect
to remain in the district after their school years. Additionally, school culture shows us
whether the current programming offered is working or reaching a majority of families
and students.
Utilizing the measurement of engagement opportunities at Moniteau School
District will assist in providing a more precise overview of school culture. This active
research study will allow the district to determine if the needs of the students and/or
community have been met and whether that culture is viewed in a positive or negative
light. If the culture is viewed negatively, suggestions will be examined to assess how a
more positive culture can be promoted. The comprehensive nature of the study will give
the district access to a clear picture of each subject area and their affect on school culture.

PERCEPTIONS OF SCHOOL CULTURE

41

CHAPTER III
Methodology
With the end of the COVID-19 pandemic, life is getting back to the pre-pandemic
norms. This includes more students attending school in a brick-and-mortar setting and
more and more activities available for students and their families. However, due to
COVID-19 it is more important than ever for school districts to examine how
opportunities are presented to families and whether those opportunities are meeting their
needs; primarily in connection with the sense of school culture and how it is viewed by
community stakeholders.
In all districts, but specifically at Moniteau, restrictions had to be placed on the
number of people permitted at events, which usually translated to a student’s immediate
family members. The method in which the district contacted families changed from

sending home papers to a variety of other methods meant to eliminate any germs that
could be passed back and forth. Phone calls, text messages, social media posts, and
notifications on the district website replaced all previous methods used to communicate
with family members. Still, the question remains as to whether that approach is working
and/or appreciated.
Moniteau School District must learn to adapt to the ever-changing educational
climate and outline short and long-term plans that align with the new norms. Keeping that
in mind, one area of focus for the district is school culture and how it is perceived
through the lens of the community. Gathering this data allows the district to examine
what methods of communication are preferable to garner the most results, but also what
views the community holds regarding events, both educational and extracurricular. This

PERCEPTIONS OF SCHOOL CULTURE

42

action research project will present data that permits the district to scrutinize how
communication is effective or ineffective and how that may have an impact of events
held at the district level.
Purpose
The COVID-19 pandemic created, however unintentionally, a barrier between the
district and its families. What were once viewed as traditional methods of communication
are not the only methods preferred by families any longer. A whole host of ways to reach
out to families was established during the course of the pandemic. These have now
become more normal and preferable to some and may include text messages, emails and
more. This action research study will also provide valuable insights about perceptions of
different stakeholders within the school district and gather details regarding suggestions
community members may have on improvements the district could consider.
Research has shown that families who work collaboratively with the school
district assist in building a more positive school culture (Caridade et al., 2020). When
parents are involved it tends to be because their child(ren) are involved, thus fostering
support and a connection with the school district. Building upon that relationship allows
both families and the school district to clearly establish involvement in their child(ren)’s
lives and keeps them abreast of the mission of the district.
The most recent comprehensive plan, created and approved during the 2021-2022
school year, included a goal emphasizing the importance of the school-community
connection and how the district would utilize its resources to ensure success in this
particular area. The goal specifically states: by the 2024-2025 school year, the district
will see an increase in community engagement opportunities available to families, which

PERCEPTIONS OF SCHOOL CULTURE

43

will promote a stronger collaboration between all stakeholders to participate in the
students’ educational process. The district feels so strongly about the need for a more
positive connection between home and school that it was built into the comprehensive
plan to support success in this area.
School culture helps to set the stage for a student’s positive or negative school
experience. This perception may have a lasting impact on the student far beyond their
school years. Retaining and maintaining district residents can be attributed to the success
or failure of a district in establishing a positive school culture.
Chapter II outlined the benefits of the home and school connection and what
methods have been employed that assist in fostering that relationship. That chapter
looked in-depth at how each stakeholder has an impact on school culture and the
connection between home and school. Additionally, rationale behind student engagement
was provided in order to have a more complete understanding of what leads students, and
in correlation, their families, to become involved in their school and/or district and what

effect that has on the district-at-large.
Efforts were made to research all stakeholders, which include: school staff,
administration, school board members, parents, guardians, the community-at-large, as

well as extracurricular activities, social media presence, and implications with Title IX.
Discerning the perceptions of these identified subsections allows the district to make
changes, if necessary, in order to ensure the district is meeting the needs of its students,
but also all stakeholders. The nature of the study provides the district with real-time
snapshots of the community’s perceptions of the specific research topics.

PERCEPTIONS OF SCHOOL CULTURE

44

The research questions that correspond to the action research outcomes are as
follows:
1.

How do extracurricular opportunities factor into a district resident’s
perception of school culture?

2.

What prohibitive factors do district residents perceive as having an effect
on school culture?

3.

Does the delivery method of engagement opportunities have an impact on
the district resident’s perception of school culture?

4.

Does the district resident’s perception of school culture change from the
beginning to the end of the school year?

Setting and Participants
Moniteau School District is located approximately one hour north of Pittsburgh,
Pennsylvania in the small, rural town of West Sunbury. The townships of Cherry, Clay,
Concord, Marion, Venango and Washington, as well as the boroughs of Cherry Valley,
Eau Claire and West Sunbury are housed within the 157 square miles of the district
borders.
The district is comprised of two school buildings: Dassa McKinney Elementary
School (Grades K-6) and Moniteau Junior-Senior High School (Grades 7-12) and served
around 1270 students in the 2021-2022 school year. It is important to note the student
population has been declining and is predicted to decline even more significantly over the
next ten years. Preliminary numbers provided by the Pennsylvania Department of
Education indicate a decrease of roughly 300 more students over the next 5-10 years.
With no economic growth in the community, the numbers do not appear promising that

PERCEPTIONS OF SCHOOL CULTURE

45

there will be a growth any time in the near future. Table | refers to the gender
breakdown, by grade level, during the 2021-2022 school year. The students not
accounted for in the chart are those in out-of-district placements.
Table 1
Student Enrollment by Grade in the 2021-2022 School Year
Grade Level

Females

Males

Total Students

37

42

719

1$' Grade

40

57

97

2" Grade

44

49

93

3" Grade

44

4]

85

4% Grade

51

42

93

5‘ Grade

52

59

111

6 Grade

44

55

99

7 Grade

60

45

105

8'" Grade

57

42

99

9 Grade

33

55

88

10" Grade

59

54

113

11 Grade

48

50

98

12" Grade

53

57

110

District Totals

622

648

1270

Kindergarten

Roughly 50% of the district is considered Economically Disadvantaged and 20%
of the students are identified as qualifying for Special Education services. Moniteau

PERCEPTIONS OF SCHOOL CULTURE

46

School District employs approximately 170 employees which include: teachers, coaches,
advisors, nurses, counselors, secretaries, paraprofessionals, custodial staff, cleaning staff,
food service staff, administrators, a business manager and a superintendent. The district’s
budget in the 2021-2022 school year was $22,538,777.00 with a millage rate of 93.88.
One mill of taxes generated approximately $68,000. Table 2 refers to the district
demographics during the 2021-2022 school year.
Table 2
District Demographics During the 2021-2022 School Year
Category
White

Student Percentage
97.22%

Black

34%

American Indian

17%

Pacific Islander

08%

Multi-racial

2.19%

Hispanic

25%

Males

52%

Females

48%

Economically Disadvantaged

50%

Special Education

20.08%

Students from the Moniteau School District engage in a variety of post-secondary
plans, which include, but are not limited to: four-year colleges/universities, trade or

PERCEPTIONS OF SCHOOL CULTURE

47

technical schools, community colleges, two-year colleges, military, employment and
undecided. Table 3 refers to the post-secondary plans for the Class of 2022.
Table 3
Post-Secondary Plans for the Class of 2022
Post-Secondary Option

Percentage

Four-year Colleges or Universities

46%

Trade or Technical Schools

14.5%

Military

6.6%

Employment

19.7%

Undecided

13.2%

Numerous extracurricular opportunities are offered at the junior high, junior
varsity and varsity levels, as well as multiple clubs and other organizations. The athletic
budget during the 2021-2022 school year was $216,633.42. Table 4 refers to the athletic
offerings offered to students in grades 7-12 at the junior high, junior varsity and varsity
levels.
Table 4
Athletic Opportunities (Grades 7-12)
Club/Sport

Junior High

Junior Varsity

Varsity

Football

x

x

Xx

Cross Country

x

Volleyball
Golf

x

x
x

x
xX

PERCEPTIONS OF SCHOOL CULTURE
Basketball

48

xX

x

x

Competitive Spirit

X

xX

Baseball

x

Xx

x

Softball

Xx

x

Xx

Track and Field

xX

Sideline Cheer

x

x
Xx

x

During the 2021-2022 school year 276, of the eligible 613 or roughly 45%,
student-athletes participated on one or more sports teams. Of those 276, 92 participated in
junior high sports and 184 participated at the junior varsity and varsity levels. In addition
to athletic offerings numerous clubs and organizations were available to students in
grades 7-12. Table 5 refers to the clubs and organizations offered to students in grades 712.
Table 5
Clubs and Organizations Offered by Grade Level
Club

7h

gth

gth

10%

11%

12"

xX

x

x

x

xX

x

Xx

x

x

x

x

x

x

x

xX

National
Honor

Society

National
Junior Honor

xX

xX

Society

Creepers and
Crawlers
Math Club
Art Club

xX

x

PERCEPTIONS OF SCHOOL CULTURE

Future

x

Future

xX

Farmers of
America

Homemakers
of America
Future

xX

Teachers of
America
Student
Council

x

xX

xX

Future
Business
Leaders of
America

xX

Spanish
Club

x

Japanese
Club

x

x

Mock Trial

x
xX

Sign
Language
Club

x

x

x

Moniteau

x

x

x

Mentors

Improv Club
Stock
Market Club

Gardening
Club

x

Academic
Decathlon

x

PERCEPTIONS OF SCHOOL CULTURE

Pentathlon

x

50

x

Yearbook

x

x

Writing
Center

x

x

x

x

x

x

Tutors

Math Center
Tutors

Class
Officers

Marching

xX

x

xX

xX

Xx

x

x

x

xX

xX

Pep Band

Xx

x

x

x

x

x

School
Musical

x

xX

xX

x

x

x

xX

xX

x

xX

xX

x

x

xX

Band

Ensemble
Choir

xX

xX

Clubs and organizations were comprised of approximately 252 students or 43% of
the student population throughout the school year. There were 13 faculty advisors for
these clubs. In addition to the above-mentioned clubs and organizations, several other
clubs and organizations are funded by organizations outside of the school district. These
include, but are not limited to: youth football, youth basketball, youth baseball and
softball, youth cheerleading, faith-based organizations, scouting and numerous others.
The action research provided data that was collected using a survey (Appendix
B), which consisted of 22 questions. Four of those questions were specific to previous
answers. For example, if you answered no to the previous question please explain why.

PERCEPTIONS OF SCHOOL CULTURE

51

The survey used a series of open-ended, short answer and multiple-choice questions.
Prior to beginning, the survey participants were provided with an informed consent
disclosure form (Appendix A). This disclosure form answered the following questions for
participants:
e

purpose of the study

e

participation information

e

benefits of the study

e

risks that may be associated with the study

e

confidentiality

e

how to opt out of the study

e

Institutional Review Board approval

e

who questions should be directed to

e

consent to participate

Prior to starting the study, the directions also identified all areas outlined in the informed
consent disclosure form. The survey gathered responses from 119 participants over a
two-week period during the February survey window, which began on February 6, 2023
and concluded on February 17, 2023.
Research Plan
During the review of literature in Chapter II, the information reviewed focused on
the importance of school culture and how different groups can have an impact on that
culture. Parents, peers, teachers and administrators all can have an effect on school

culture and whether, or how, students can become engaged in their district. Furthermore,
the research indicated how student engagement can be altered by negative perceptions of

PERCEPTIONS OF SCHOOL CULTURE

52

school culture. As Riekie et al. (2017) stated: “It is in the best interests of schools to
develop students’ sense of belonging as it contributes to the overall sense of community
and school culture.” Learning what makes the community feel more connected to the
school district and utilizing those connections to enhance the dynamics of the schoolhome connection allows the district to promote a positive culture and continue to build
upon that concept. This tenet led to the four specific research questions identified for this
project.
Utilizing the notion that student engagement leads to family engagement (Lam et
al., 2016) the district will be able to determine what sort of activity or event draws those
people to the school(s). Additionally, the district will be able to determine what reasons
are behind low or no participation rates. Is that due to something on the district’s behalf
or are there extenuating circumstances beyond even the district’s control? Finally, by
gathering the information about preference of method of contact, the district can find out
whether the current manner of information sharing is reaching the community and, if so,
what methods are best for that purpose and which methods do not work to the benefit of
the district.
A quantitative research design was used for the purposes of this study since,
“Quantitative research relies on the collection and analysis of numerical data to describe,
explain, predict, or control variables and phenomena of interest” (Mertler, 2022, p. 107).
The data gathered will give the district the opportunity to make generalizations about the
research topics as a whole. Survey research is used to: “...describe characteristics of a
group or population” (Mertler, 2022, p. 111). While survey research can be beneficial, it

PERCEPTIONS OF SCHOOL CULTURE

a2

can also have certain drawbacks, such as: low response rates and people’s perceptions of
the topics (Mertler, 2022).
The survey was given to participants twice over the course of the school year:
once at mid-year (February) and again at the conclusion of the school year (May). A twoweek window was used for the survey deployment. After that time period, the link to the
survey was deactivated and no additional responses could be provided. Two identical
surveys were used to determine if the community felt differently about the district’s
practices from mid-year until the end of the school year. Furthermore, events differed
significantly throughout the school year. The survey provides insight for the district on
what events or activities received the most reception and those that may have not reached
as many families.
The questions were created specifically for the purpose of this study. Each
question assists the researcher in answering one of the four established research
questions. These questions will allow the school district to interpret the perception of
school culture from the viewpoint of community engagement. Methods of
communication will be reviewed to understand the preferred communication method of
the community in regard to sharing important information. Finally, the district will learn
the methods that students and their families may encounter from becoming or remaining
engaged with their school or district. From this data, the district can plan accordingly,
using both short and long-term goals to respond to the gathered information.
Jessiman et al. (2022) found that a positive school culture can be associated with
positive results in the health and welfare of students, but also positively impact student
behaviors and academics. While this study did not examine those particular

PERCEPTIONS OF SCHOOL CULTURE

54

characteristics, it could be assumed that participation in extracurriculars leads to
increased academic results due largely in part to the eligibility requirements of studentathletes. A separate study would need to be conducted to review how culture promotes
health and wellness as this was not an area of study at this time.
As Barr and Higgins-D’ Alessandro (2007) found, more prosocial relationships are
established with all stakeholders when students perceive school culture as generally
positive. A mutually beneficial relationship is established between students and their
surrounding stakeholders. This relationship may be the impetus for a positive school
culture as viewed by everyone involved.
Fiscal implications of the project are to be considered for any future programming
the district may consider as a result of the data received. No budget was set for the project
as at this stage it was only an examination of perceptions related to school culture.
However, depending on the data, it may be necessary to explore the necessity of adding
new activities, events, clubs or organizations, in addition to methods of communication

for the community. These communication methods could include advertisements, a
district established app, mailings and postings, to name a few.
Finances may become a small or very significant factor once it is determined how
the district will view and prioritize the research. Short and long-term implications can
then be decided upon as the district learns how to foster a culture that is either viewed
upon favorably or is an improvement of the current perceived school culture. This will all
be a result of utilizing the data in the most efficient and effective manner possible. The
financial needs or implications of the research are unknown at this time.
Research Methods

and Data Collection

PERCEPTIONS OF SCHOOL CULTURE

55

The researcher conducted a quantitative action research design for the study.
Participants were asked several questions regarding topics related to: school culture,
engagement opportunities and communication methods. All participants were residents of
the Moniteau School District. Prior to beginning the data collection, approval was applied
for from the Institutional Review Board (Appendix C) on August 15, 2022. Approval,
with stipulations, was received from the IRB on September 27, 2022 (Appendix D).
Updates to the application were resubmitted on September 29, 2022 with the final
acknowledgement received on October 4, 2022.
A survey was distributed to the Moniteau community on Tuesday, February 14, 2023
employing the following methods:
e

Skylert-email and text message (Appendix E)

e

district Facebook page

e

district website

Skylert was used to ensure current district families were able to complete the survey.
Facebook and the district website were used to reach the larger Moniteau community and
those who may live in the district, but do not have a current student registered.
Additionally, data was gathered by the researcher who attended district events and
observed attendance rates as well as observed interest in the activity (i.e. staying until the
end, active participation, etc...). Notes outlining observations of those district events may
include: athletic events, musical events, academic events, and club meetings to name a

few. The notes indicated whether an event was presumed to be well attended, but was not
relied upon as the only manner in which to determine this criterion. Furthermore, some

PERCEPTIONS OF SCHOOL CULTURE

56

events encouraged crowd participation while others did not, so attendance alone was not
indicative of an event’s perceived popularity or importance.
These notes were solely from the perspective of the researcher and were based
upon comparisons to previous observations over the last seven years of employment
within the district. For example, was last year’s musical better attended than in previous
years and the rationale for why the researcher felt that was the case, was noted. A more
detailed analysis may include that the director of the musical offered a preview showcase
to all district employees on Thursday evening (prior to opening night). This may have
had an effect on the number of tickets sold for the actual performances because more
district staff took advantage of the Thursday night dress rehearsal performance.
Additionally, attendance may have been better in the previous year because it was a
Disney production whereas this year it was not.
Table 6 refers to the detailed data collection timeline of the study.
Table 6
Data Collection Timeline

Research
Question
How do
extracurricular
opportunities factor
into a district
resident’s

perception of

school culture?

Type of Data
Quantitative
Qualitative

Data Source

Timeline

Observational dataJanuary — May
counting number of =. 2023
attendants, or tickets
sold at each event

Observational datais there school spirit
at the event? Is it
more adults than
students or vice

versa? (Field notes)
Online survey

1“ Survey= for two

weeks after
semester one ended

(2/6/23-2/17/23)

2™ Survey= for two
weeks prior to the
end of school
(5/15/23-5/26/23)

PERCEPTIONS OF SCHOOL CULTURE

oT
questions 2, 6, 7, 10,
11,12

What prohibitive
factors do district
residents perceive
as having an effect
on school culture?

Quantitative
Qualitative

Online survey
questions 8, 9, 10,
11, 13, 14, 15 16, 17
deal with reasons
why residents may
not feel the culture is
positive and why that
may be

Events within the

timeframe

January — May
2023
1“ Survey= for two
weeks after
semester one ended
(2/6/23-2/17/23)

2°4 Survey= for two

Observational dataweeks prior to the
monitoring the
end of school
district Facebook
(5/15/23-5/26/23)
page for comments
and questions about —_ Events within the
events
timeframe
Informal
conversations with
district residents via
face-to-face, phone
conversations,

emails (Field notes)

Does the delivery
method of
engagement
opportunities have
an impact on
district resident’s
perception of
school culture?

Quantitative
Qualitative

Online survey
questions 1, 2, 8,9
specifically asks
what the preferred
delivery method is
for district residents
and also if gender or
alumni status has any
weight on the
answers
Observational dataattendance at event

and monitoring

which method of

delivery was used for
each event (if it
varies)

January — May
2023
1 Survey= for two
weeks after
semester one ended
(2/6/23-2/17/23)

24 Survey= for two
weeks prior to the
end of school
(5/15/23-5/26/23)
Events within the
timeframe

PERCEPTIONS OF SCHOOL CULTURE

58

Informal
conversations with
district residents
(phone, email, and

face-to-face) how
information is
communicated

Posts made to the
district Facebook

page about how
information is

conveyed to families
and district residents

Does a district
resident’s

perception of
school culture
change from the
beginning to the
end of the school

year?

Quantitative

Measurement of
attendance at district

January — May
2023

events (which events
are attended more
(time of year, sport,
activity, number of
student participants)

weeks after
semester one ended
(2/6/23-2/17/23)

Online survey

2" Survey= two

questions 1, 2, 10-18

asks participants to
rank school culture
as they perceive it
and how they feel
about culture in
general and whether
gender or alumni
status have a
different perspective

1“ Survey= two

weeks prior to the
end of school
(5/15/23-5/26/23)
Events within the
timeframe

The topic of research was selected based upon a theory that school culture at
Moniteau is perceived in a negative light and that the district does not care about
improving that image. Additionally, creating a stronger connection between home and
school is important, especially during the after-effects of the COVID-19 pandemic where
the district was not permitted to encourage a consistent, welcoming message to the

PERCEPTIONS OF SCHOOL CULTURE

59

community. Because of restrictions from the state and federal governments it became
more and more difficult to engage families in their child’s educational process.
Reestablishing that connection will be essential to foster a more collaborative, cohesive
relationship that aligns to the district’s mission statement: “Our mission is to prepare
Moniteau students to achieve their fullest potential as they face the challenges of life”
(Moniteau School District, 2023).
Validity
“Validity of research refers to the degree to which research conclusions can be
considered accurate and generalizable” (Mertler, 2022, p. 134). The participant sample
were all within the Moniteau School District. Furthermore, the research is being used to
ascertain the perceptions of Moniteau families therefore the research can be considered
valid in its generalizability. However, this research may not be applicable to any setting
outside of the Moniteau School District. The purpose of this research is not to make
correlations to any setting beyond Moniteau, but simply for the district to learn and grow
and possibly a format outline for others to follow should they desire to collect similar
data, from the information presented.
Data was gathered by using surveys and informal observations by the researcher.
Using these two methods of data collection allowed the researcher to see how the
participant perceived answers regarding school culture, but also allowed a visual
interpretation of what events relate to school culture. These field notes include answers to
how well attended an event may be, whether there was active participation by the crowd
or audience, and who was included in the crowd or audience to name a few.

Summary

PERCEPTIONS OF SCHOOL CULTURE

60

This chapter presented the rationale for why the research was needed, how the
data was collected, and then how it was analyzed. A quantitative research design was
used to answer the four research questions regarding perceptions of school culture. The
research questions were prepared in order to answer perceptions of engagement
opportunities, prohibiting factors relating to engagement, preferred methods of
communication and whether perceptions of school culture changed from mid-year to the
end of the school year. Observations gathered during school events, as well as answers
provided from the surveys, will be used to determine the answers to the research
questions.
Research has demonstrated the importance of school culture and its resulting
impact on engagement levels. Using the data in this study provides the district with the
opportunity to develop short and long-term goals surrounding school culture as it pertains
to engagement opportunities. The data also permits the district to determine whether the
current communication methods are preferable to previous methods or if there is some
other manner which the community would prefer to use.
Chapter IV will examine the specific results of the study and provide the data that
supports or denies the hypotheses and will allow the researcher to draw conclusions
based on that data. Suggestions will be made on further research and the implications that
that research could have on school culture. Additionally, suggestions will be made that
encompass more than the Moniteau community and how that may have a broader impact
on school culture in general. Finally, an overview will be provided on how this research
will have an immediate or long-term impact on the Moniteau School District.

PERCEPTIONS OF SCHOOL CULTURE

61

CHAPTER IV
Data Analysis and Results
Introduction
The COVID-19 pandemic created an unintentional divide between the school
district and its stakeholders. The circumstances forced families to remain at home where
virtual learning became the norm. Virtual meets and phone calls took the place of face-toface meetings and conferences. Unfortunately, the lack of in-person events created a shift
in the district’s culture. More than ever before, students and parents have indicated they
feel disconnected from the school district. The administration felt it was necessary to
gather data to understand how district families feel about the current school culture.
Examining school culture allows the Moniteau School District to prepare future plans and
create short and long-term goals, focused solely on the relationships between the district
and its stakeholder groups.
Research has shown that families who work collaboratively with a school district
assist in building a more positive school culture (Caridade et al., 2020). This action
research study looked at perceptions of school culture by reviewing the engagement
opportunities provided by the district and the methods in which the district announces
these opportunities. The study focused on a small, rural school district in Western
Pennsylvania with efforts dedicated to creating a positive school culture. The research
questions guiding this action research study were:
1.

How do extracurricular opportunities factor into a district resident’s perception of
school culture?

PERCEPTIONS OF SCHOOL CULTURE
2.

62

What prohibitive factors do district residents perceive as having an effect on
school culture?

3.

Does the delivery method of engagement opportunities have an impact on the
district resident’s perception of school culture?

4.

Do the district resident’s perception of school culture change from the beginning
to the end of the school year?

This chapter contains the results of how district residents perceive the culture in the
Moniteau School District. The data gathered was the culmination of a survey given at two
different times during the school year. The data will present the rationale behind why
district residents perceive school culture in the manner in which they do.
Survey Summary
The survey used was specifically created for the study, was given at two points in
the school year, and was comprised of eighteen questions. The questions were a mixture
of multiple choice and short answer. The first collection period began on February 6,
2023 and concluded on February 17, 2023. The second collection period opened on May
22, 2023 and concluded on May 31, 2023. During collection one, 119 participants
answered the survey questions and 98 participants responded to survey collection two.
Survey Question | asked participants to indicate their gender. The gender
breakdown of Collection 1 was as follows: 91 females, 22 males and 5 who preferred not
to say. One participant elected to not answer this question. Collection 2 had the following
gender information: 80 females, 15 males and 3 who preferred not to say. Figure |
displays the gender breakdown of Collection 1 and Collection 2.

PERCEPTIONS OF SCHOOL CULTURE

63

Figure 1
Gender Breakdown of Collections 1 and 2
Gender Breakdown
100
80
60
40
20
0

Lae

ft

CE

Eada

Collection 1
mFemale

esos

Collection 2
mMale

mPrefer
not to say

Survey Question 2 asked if the participant was an alumnus of the Moniteau
School District. In Collection 1, 55 participants indicated that they were alumni of
Moniteau, while 63 participants were not. Collection 2 yielded 41 alumni participants and
56 non-alumni participants.
Survey Question 3 asked participants to answer if they had children in the district
by selecting a number. The majority of participants either had 1 or 2 children currently
enrolled in the District. There were 47 participants with 1 child in Collection 1 and 40
participants in Collection 2. Thirty-two participants had 2 children enrolled during
Collection 1 and 29 participants in Collection 2. A small number of participants had 3
children: 8 in Collection | and 9 in Collection 2. Three participants with 4 children were
only found in Collection 1 and 1 participant indicated they had 5 children. No
participants indicated they had more than 5 children. An additional number of
participants had no children enrolled in the district: 23 in Collection 1 and 15 in
Collection 2. The numbers were fairly consistent between the two collection periods. This
data is provided in Figure 2.

PERCEPTIONS OF SCHOOL CULTURE

64

Figure 2
Participants Number of Students in District

Number of Children Currently Enrolled in the District by
Participants
Collection2

je

Collection 1

==
0

5

10

m5 Children

15

w4Children

20

25

m3Children

30

m2Children

35
m4Child

40

45

50

m0 Children

Survey Question 4 asked participants to select the current grade level of their
child(ren) during the 2022-2023 school year. The results are displayed in Figure 3. The
two samples had a fairly decent representation from all grade levels.
Figure 3
Grade Level of Participants’ Students

Grade Level of Participants’ Child(ren)

20
15
10

0

|

leben
Collection 1

@K

@1o

m2

Collection 2

63

@4

@S

6

M7

8

wo

10

wil

M12

Survey Question 5 asked participants to indicate whether they had any children
who were considered alumni of the Moniteau School District. Participants from
Collection 1 indicated that 36 had children who were alumni and 82 did not. In Collection

PERCEPTIONS OF SCHOOL CULTURE

65

2, 24 participants had student alumni and 73 did not. As a follow up to question 5,
participants were asked to indicated the year(s) their child(ren) graduated from Moniteau.
Responses ranged from 1981 until 2022. The majority of participants had children who
graduated in the previous 3 years. Figure 4 shows how many participants had children
graduate in the specified years.
Figure 4
Graduation Year of Participants’ Children

Graduation Years of Participants’ Children

Collection 2

Collection 1

0
@ 2022

1

2

3

4

5

6

7

8

2021 @ 2020 M2019 M2018 M2017 M2015 M2013

™ 2012 1 2010 & 2009 lm 2007

@ 2006 @ 2005 @ 2004 m 2003 m 2001 M2000 M1999 M1998

1997 M1995 M1988 M1981

9

Survey Question 6 asked participants whether they had attended any events at the
school in previous years. The type of event was not given, as participants had the option
to interpret what they felt an event would be. An overwhelming majority of participants
attended an event at the school for each collection. Figure 5 shows the response from
participants for question 6.

PERCEPTIONS OF SCHOOL CULTURE

66

Figure 5
Attendance at Events in Previous

Years

Attendance at Events
150
100
50
SESS
ERED
EINES

alkane

0

Collection 1

Collection 2
mYes

mNo

Participants were then asked to explain the reason for why they attended events.
In both data collections most participants indicated they attended because their child(ren)
participated in the event. A large group also indicated they attended because they enjoyed
the events offered. Additional responses to indicate why participants attended school
events included:
e

school/District employee

e

coach

e

family members participated (grandchildren, nieces, nephews)

e

support friends

e

child asked participant to take them

e

financial and community support for the district

e

chaperone

e

organized or in charge of the event
Survey Question 7 asked participants what type of events they attended at the

school. Figure 6 shows the answers received for the type of events. Responses included:

PERCEPTIONS OF SCHOOL CULTURE

67

Athletic Events, Musicals, Concerts, Talent Shows, Variety Shows, School Board
Meetings, Committee Meetings, Graduations, Assemblies, Academic Decathlon
Competitions, Creepers and Crawlers Events, Carnivals, the Dassa Dash, Title I Family
Events, Dances, Field Trips, Open Houses, and Awards Ceremonies.

Figure 6
Type of Event Attended

Type of Event Attended
100
80
60

mE

40

é

0

A

a
|

|

4

:

Collection 1

m Athletic Event

fl School Musical

m@ Talent Show

@ Variety Show

@ Assembly

@ Graduation

@ Carnival

ti Dassa Dash

tm Field Trip

t™ Open House

hii
|

|

coeds

inci

Collection 2

f= Band Concert
School Board Meeting

| Choir Concert
mCommittee Meeting

@ Decathlon Competition i Creepers and Crawlers
Title | Family Event

m Dance

i Awards

Survey Question 8 asked participants to indicate how they heard about events
offered at the school. The school district employs multiple methods to inform district
stakeholders of the different opportunities for engagement. While the participants
appreciated the manner in which the school reached out to them, the number one way
they heard about events was through their child(ren). Seventy-seven percent of
participants, during Collection 1, and 79% in Collection 2, received the most information

from their student. Other popular methods included: school emails, school phone calls,
school text messages, social media posts, school website information, and through word

PERCEPTIONS OF SCHOOL CULTURE

68

of mouth from other parent/community members. Additional methods in which
participants heard about events included: family members, teachers, flyers, district
newsletters, the district calendar, booster clubs, papers sent home, the Dojo App, and
posters displayed in the school building(s).
While the district employs a variety of methods for sharing information, it was
essential to gather data indicating which method was preferred for participants. Survey
Question 9 asks people to indicate their communication preference. Favorites included:
from child, email, text message, phone call, website, letters, social media posts, local

newspaper, and school announcements. Figures 7 (Collection 1) and 8 (Collection 2)
show the preferred of information sharing from the district to the participants.
Figure 7
Preferred Method for Communication-Collection 1

Preferred Method of Communication

# Your child

a Email

« Text message

= Phone call

a Website

a Letter

= Social media post

= Newspaper

a School announcement

PERCEPTIONS OF SCHOOL CULTURE

69

Figure 8
Preferred Method for Communication-Collection 2
Preferred Method

of Communication

= Your child

a Email

= Text message

= Phone call

a Website

= Letter

a Social media post

= Local newspaper

= School announcement

Survey Question 10 asked participants if there were other events they wished the

school district would offer to students. The data indicated participants either were
indifferent or thought what the district was offering was currently sufficient for students.
This data is important to note because the district is invested in ensuring enough
opportunities, and a variety of opportunities, are available for every student. While some
responses indicated more events would be welcome, 66% (Collection 1) and 59%
(Collection 2) of participants felt what was offered was enough. A follow-up to question
10 asked participants to indicate what additional offerings they would like to see, if any,
from the district. The responses that follow reflected what individual participants stated
they felt should be offered at Moniteau and their corresponding thoughts (if any):
e

wrestling;

e

archery;

PERCEPTIONS OF SCHOOL CULTURE

70

I wish we had more sports opportunities, soccer would be awesome;
STEM activities;
Mother son dances, father son dances;

A before school program for early drop off. We work early in the morning and it
is difficult sometimes to find someone to get our child on the bus;
more sports options;
fundraiser opportunities for struggling community members, community
meetings, town halls from local townships etc. community center type activity;
wrestling, archery;
inline hockey program;
job shadowing programs;
I would like to see the school have more clubs pertaining to specific student
interests (something for everyone)- these could meet during the school day, but
possibly extend into other evening activities as well;
rifle team;
dances or event for kids: tournaments;

career guidance;
having student athletic directors/trainers;
soccer;
multicultural day...each grade has a different culture students go from different
cultures could have stories, short videos, crafts and food from those cultures and

students could have passports to stamp;
summer programs/summer school/summer clubs;

PERCEPTIONS OF SCHOOL CULTURE

71

after school social activities, activities for students with disabilities to socialize;
While I feel all events are educational (in some form), I would like to see some
interesting assemblies be brought to Moniteau. Maybe once a year have an
assembly to bring the school together. I am not a huge fan of “fun days” but I see
their purpose. I would like to see the one man volleyball team or a good band (we
had the army navy band back when I was in school and it was great) or the scared
straight program (I think that’s what it was called, before prom to help students
not drink and drive) or anything that gets the kids engaged, entertained and that
they learn something meaningful in how to live a better and more purposeful life.
Give them reasons to want to be a better person and help others out. Our students
are so glued to their phones that I’d like to see them get “cultured” a little bit;
volunteer programs would be nice, fundraising with events, anything that would
involve the students being able to provide services for others;
secret Santa shop;
I would like to see more charitable events;
school dances after games, and on special occasions;

I would like to see better summer programming opportunities. My child is older,
but I think it is important, especially for younger students. (Learning
camps/enrichment programs, etc.) I have had parents ask about options, but we
just do not offer them. BCCC has some great things happening, but that is a bit of
a drive for many of our families, and it is also expensive;
more athletic programs, higher developed math classes and better choices for
electives;

PERCEPTIONS OF SCHOOL CULTURE

72

more after school clubs;

board meeting broadcasted on YouTube;
college tours, prom grand march;
wrestling, soccer, opportunities for social interaction;
elementary track and gardening club;
rifle team;
swimming;
bring back drive tractor to school, Mr. Moniteau and wear 2 colors for graduation;
guest speakers with relevant education/experience to inspire or inform students in
future endeavors;

trap shooting team or rifle team;
soccer program;
more opportunities to see different career choices;
opportunities in areas in addition to athletics, helping all teens find an interest.
Survey Question 11 focused on events/opportunities for parents/community members
by asking if there are enough events offered for this particular group of stakeholders. The
overwhelming majority indicated that there were enough events offered with 71%
(Collection 1) and 72% (Collection 2) agreeing that what the district currently offers
meets the needs of this group. For those that indicated they did not feel there were
enough events or those that stated unknown, an opportunity was given to express what
event they would like to see offered. The list below indicates the events the individual
participants would like to see for the parent/community stakeholder group:
need community

engagement;

PERCEPTIONS OF SCHOOL CULTURE

73

more about admin than kids;

community exercise programs;
I have seen in some areas where schools “host” evening activities for the
community-music lessons, book club, intramural sports, etc. I think it’s a great

use of the nice building that we have;
parents vs. students dodgeball or kickball;
adult learning;
community dinners, community days;
I feel there’s a ton of events and opportunities available to everyone. Sometimes
families feel that they need to be asked to show up to stuff. I think that all
calls/texts should be sent out once a quarter or something like that highlighting an
event. Some families don’t feel welcomed because they have never been to an
event. Reaching out here and there may encourage more families to attend events
and to see older kids do sports and activities and may encourage younger students
to partake in these activities. My nephew came to a high school basketball game
tonight for the first time ever and he was so excited. I asked my sister to bring him
and he wants to come again. If it wasn’t for me reaching out, he would’ve never
showed up. I also feel another great way to get people to attend events is to offer
free nights. Our community does not have a plethora of money. It's going to cost
them $10 in gas to get to the school and then an additional $15-25 to get in to the
school. That adds up. If there is a way to reduce the cost or at least allow students
in for free, more community members would show up. A
by money;

lot of families are driven

PERCEPTIONS OF SCHOOL CULTURE

74

fitness center use, possible intramurals such as volleyball and basketball;
I think the community is very out of touch with the school;
it would be nice if we parents could attend all our kids events...talent show,
Dassa Dash, etc;

I would like to see fitness opportunities at the sport, open gym nights;
I would like to see more collaboration with the community, mentorship, job
shadow;

charitable events;
I would love to see more opportunities for parents to be involved, and work along
with their children. Perhaps more interactive clubs and/or classes in the evenings,
etc;

adult courses;

parents feel unwelcome in the school and most parent/student events are no longer
taking place;
adult use for fitness, intramurals, recreation;

prom grand march, events like breakfast with mom and or dad (elementary
school);
a greater engagement from the community as a whole. If the students are excited,
they’ll get their families excited. Community events can enhance a positive school
culture;

The importance of school culture was asked in Survey Question 12. Participants
indicated the value of school culture with 93% (Collection 1) and 96% (Collection 2) of
participants stating that culture is important. Survey Questions 13 and 14 asked

PERCEPTIONS OF SCHOOL CULTURE

do

participants to rate how supportive different stakeholder groups are of the student
population. Figure 9 displays the level of perceived support for students from the faculty
and staff, while Figure 10 shows the perceived support from the administration group.
Figure 9
Support from the Faculty and Staff for the Student Population

Support from Faculty and Staff
60
50

40
30
20
10

Collection 1
@ Strongly supportive

Collection 2

@ Somewhat supportive

@ Minimally supportive

t™ Not supportive

Figure 10
Support from the Administration for the Student Population

Support from Administration
70
60
50
40
30
20
10

uve
Collection 1
@ Strongly supportive

fm Somewhat supportive

Ea
Collection 2
mM Minimally supportive

— ™ Not supportive

PERCEPTIONS OF SCHOOL CULTURE

76

Survey Question 15 asked participants to rate the current school culture at
Moniteau. This question indicated the majority of participants felt the culture was
strongly positive or positive. Figure 11 shows the data reflected in Survey Question 15.
Figure 11
School Culture Rating

School Culture Rating
60

50
40
30
20
10

4

0

oe

oo

....

a

Collection 1
Strongly positive

oo
Collection 2

mPositive

Neutral

mNegative

Strongly negative

Survey Question 16 asked participants to indicate whether they felt faculty and
staff involvement, student involvement, or community involvement was more important
as they relate to school culture. Participants also had ™ opportunity to write their own
answer. In each collection, faculty and staff involvement was viewed as having the
greatest impact on school culture (52% and 43%), followed by student involvement (28%
and 32%) and then community involvement (16% and 19%). Write-in answers included
many variations of teamwork or all three groups working together for the benefit of the
students.
Survey Questions 17 and 18 were open-ended questions where participants were
asked to indicate what one thing positively affects school culture and what one thing

PERCEPTIONS OF SCHOOL CULTURE

77

negatively affects school culture. Several themes emerged from the answers. A sampling
of those themes are listed below for Survey Question 17 (positively affect):
e

teachers and staff engagement and support

e

positive attitudes

e

communication

¢

community engagement and support

e

student engagement

e

trust

e

student involvement

e

extracurriculars

e

accountability

e

consistency

e

respect

A sampling of the themes that emerged in Survey Question 18 (negatively affect) are
listed below:
e

bullying

e

attitude of teachers, administrators, parents, and board members

e

communication

e

narrow-mindedness

e

trust

e

student involvement

e

faculty and staff involvement

e

parent involvement

PERCEPTIONS OF SCHOOL CULTURE
e

inclusion

e

respect

e

technology (social media)

e

personal agendas

e

negative speak

e

funding

78

Research Question 1

Extracurricular events are one method in which the district employs to bring
together the community and the school district. Several events are offered throughout the
school year targeting multiple stakeholder groups. Events have the ability to bring the
community together, especially after the forced separation period that was due to
COVID-19. Survey participants had the opportunity to share their perceptions of the
different types of events/offerings for both students and parents/community members. In
each data collection, participants indicated they were satisfied with the number and type
of events offered to both stakeholder groups. Survey results showed that participants
attended any number of events throughout the school year for reasons other than their
child was participating, with the second most selected reason being that they enjoy
attending events. Other responses showed that teachers attended events to show their
support for the students and yet others indicated a willingness to support friends or family
members.
However, responses indicated ways in which the district could improve the
offerings to both students and parent/community groups. Different extracurricular
opportunities for students were suggested, with the most popular being new athletic

PERCEPTIONS OF SCHOOL CULTURE

79

teams, such as: archery, rifle, swimming, soccer and wrestling. Some other popular
answers for the student stakeholder group were dances, volunteer work, career
exploration events and summer programming. Suggestions for more parent/community
member events included: community exercise programs, adult learning, intramural
events, fitness center use, events for their students where they could attend, and charitable
events. One participant stated that “if the students are excited, they’ll get their families
excited” thus ensuring more participation and attendance at events.
When asked to rate the current school culture at Moniteau, 79 of 117 respondents
indicated that it was strongly positive or positive during the February collection window.
When the survey was redistributed in May, 56 of 98 respondents indicated the culture
was positive or strongly positive. A neutral response of 31 of 117 and 24 of 98 were
received. Additionally, 11 of 117 and 9 of 98 responded that school culture was negative
and 3 of 117 and 2 of 98 stated that school culture was strongly negative. During each
data collection window, the responses indicates that the majority of participants felt
positive about school culture (66%-Collection 1 and 57%-Collection 2).
Summary of Research Question 1
Prior to reviewing the data, it was assumed that the type of extracurricular
events/opportunities would have an impact on the overall culture rating of the school. It
was assumed that people who were happy with the current programming would feel that
culture was better or more positive. Upon review, the data supports the assumption that
people who are happy with the district’s current programming are also happy with the
district’s culture in general. Suggestions were given on ways the school could improve
upon the extracurricular opportunities in order to achieve a greater reach within the

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student stakeholder group and the parent/community member stakeholder group. The
data provides the perspective of what events are viewed as important or better attended
than others. This information can assist the district in future budget planning should the
need occur for an examination of extracurricular opportunities.
Research Question 2

Negative school culture can lead to no involvement or very limited involvement
by the different stakeholder groups. School administrators have the ability to influence
school culture: both positively and negatively (Harris, 2018). During data Collection 1,
89% of the 118 responses received indicated the administration group was either strongly
supportive or somewhat supportive of the student population. In data Collection 2, 88%
of the 98 participants felt administrators were strongly supportive or somewhat
supportive of the student population. If administrators can have an impact or school
culture, this data indicates the culture was expected to be positive, which was the given
result.
Faculty and staff can also influence the culture of the school. Should this group
have a negative attitude or be uninvolved or not supportive, the resulting culture rating
can suffer. However, the data show that 89% of responses from Collection 1 and 90% of
responses from Collection 2 labeled the faculty and staff as strongly supportive or
somewhat supportive. This information yields an assumed positive school culture based
on the information supporting the staff influence on culture. When students perceived
their relationship with teachers to be more positive the climate was generally more
positive and was viewed as a preventative measure for negativity (Peguero & Bracy,

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2014). Conversely, negative interactions between teachers and students can lead to a
breakdown in culture (Frolova et al., 2019).
Summary of Research Question 2
Participants showed that relationships played an important part in having an effect
on school culture. The measure of the perception of faculty and staff, as well as the
administration, indicated that the community felt the culture was indeed positive.
However, should the responses have trended in a negative direction it would be assumed
that the culture rating of the district would also have reflected a negative rating.
Participants were asked to answer two open-ended questions listing what they
believed both positively and negatively impacted school culture. The data shows that a
series of trends were found that stakeholders agreed had a negative impact on school
culture. Involvement from all stakeholder groups was found to be of great importance.
Communication and attitude were also two additional areas that can have a profound
impact on school culture. These three areas were found most often in the resulting data.
While other trends were found, the participants indicated that these three themes could
have a profound impact on their perception of the culture.
Research Question 3

Participants were asked to share their preferred method of communication from
the school district. They were also asked to inform the district of how they have heard
about events in the past. Communication between home and school strengthens the
involvement levels and shows a connection between home life and school life (Caridade
et al., 2020). Communication is fundamental to the success of programming and building
a school culture that feels welcoming and encouraging. Stakeholder groups highlighted

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the importance of communication from the school: administration, teachers, coaches,

school board members, etc... Each contact made by school personnel is another way the
school district maintains open lines of communication and is transparent in the multiple
occurrences available for students, parents, and all other stakeholder groups. Participants
were asked to select their preferred method from the provided selections, but were also
able to list any other method they preferred utilizing.
Summary of Research Question 3
In the age of digital information sharing, it comes as no surprise that the majority
of participants preferred their information through email and text message. The days of
mailing letters home and reading the newspaper for information appear to be a thing of
the past. Conversely, social media posts had a very negligible response preference, which
is Surprising due to the amount of traffic the Facebook page sees on a daily, weekly, and
monthly basis. Text message was the preferred method for receiving information from
the district related to sharing information with district stakeholders (43% in Collection 1
and 45% in Collection 2). Email received the second highest score (30% in Collection 1
and 31% in Collection 2), followed by letters mailed home, social media posts and phone
calls.
During the course of the pandemic, the district utilized the Skylert “all-call”
system on a frequent basis to communicate new cases of COVID-19. Unfortunately, due
to that reason stakeholders have stated that they no longer answer the phone calls and
prefer to wait for the email or text message that they know will follow. Another
surprising result was that parents did not prefer receiving information from their

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child(ren). While there was no follow up question for this, it would be interesting to
examine that rationale for that preference in future studies to learn why.
Even though parents did not prefer hearing about events from their child, 77%
(Collection 1) and 76% (Collection 2) of participants indicated that they heard about
events from their child(ren). Other methods listed as where participants heard about
events are in order of importance, as ranked by participant responses (during both
collections) are as follows: email from the school, all calls (phone calls) from the school,
text message from the school, social media post, other parent/community member sharing
information, school website, and the local newspaper. What was learned from this
question is that technology has been a benefit to the district and is a great communication
tool for the district. Ricks et al. (2021, p. 609) found that the use of social media can help
“build engagement in one’s community.”
Research Question 4

This question examined whether the perception of school culture changed from
one data collection period to the next. A series of questions were asked of participants to
answer this particular research question, that included: whether they felt school culture
was important; how supportive they felt the faculty and staff, as well as the
administration group, were of the student population; and finally, they were asked to rate
the current school culture. As the survey was anonymous, there was no way to track if the
same group of people took it each time, so a true answer of whether their perception
changed over time was not able to be answered with any definitive certainty. Also,
persons could complete the survey more than once using various web addresses or
technology.

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Summary of Research Question 4
School culture was found to be important during both data collection periods,
with 93% (Collection 1) and 96% (Collection 2) of participants stating they felt it was
important. As the research has shown, the support of the faculty and staff and the
administration can have a positive effect on the school’s culture. Faculty and staff were
rated as either strongly supportive or somewhat supportive during each collection (90%Collection 1 and 89%-Collection 2). There was no significant change between the two
collection windows. The administration was rated at strongly supportive and somewhat
supportive (89% and 88%, respectively). Again, there was no significant change from
Collection 1 to Collection 2.
There was a difference in the current school culture rating from Collection 1 to
Collection 2. In Collection 1, more participants listed the culture at Moniteau as either
strongly positive or positive (66%), with only 57% of participants in Collection 2 rated
the district in such a manner. As a matter of fact, the strongly positive rating decreased by
9% from Collection 1 to Collection 2. The positive rating showed no change between the
two collection periods. An interesting finding was that the neutral rating increased by
11% from Collection 1 to Collection 2. The ratings of negative and strongly negative did
not change between the collections. In the future, it may be beneficial for the researcher
to only survey the same people and ask a follow up question during the second survey if
the rating changes from one collection period to the next and why that occurred.
Conclusion
Chapter IV provided the findings from the two surveys employed to learn about
the perceptions of school culture. The data may be used to assist the district in future

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planning regarding stakeholder engagement opportunities, which include the type of
offerings made available and the method in which the district employs to communicate
with stakeholders.
Technology is favored more often than older, traditional methods of
communication. This may include text messages, email, and social media posts. These
methods are preferred by district stakeholders over all other methods. Additionally, it was
learned that the district is offering the types of events and activities that are attractive to
students, parents, and community member, but suggestions were provided for areas of
improvement or consideration.
Finally, the culture rating of the district is classified as positive. This rating
includes separate ratings for the faculty and staff group and the administration group. It
was evident that there are definitely areas the district is strong in when considering school
culture, but there are methods that can be employed to improve culture, in general.
Chapter V will provide the study’s finding and provide recommendations for future
research.

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CHAPTER V
Conclusions and Recommendations
Introduction
School culture, in the Moniteau School District, is utilized as a measure of
engagement. The District has viewed school culture as positive when the engagement
comes from all stakeholders, but most notably: students, parents, and community
members. With these three groups working together a more cohesive, positive approach
to school culture is displayed. However, COVID-19 had an effect on school culture. With
less opportunity for interaction between the schools and the families, a disconnect was
established that the district is still working to overcome. While not intentional, the
pandemic caused unexpected ramifications that the Moniteau School District is working
toward correcting. School culture is one area in which the District has chosen to focus,
with efforts dedicated to re-establishing school pride and encouraging engagement from
all stakeholders through a plethora of events and other opportunities.
Along with the number of events and activities offered to students and their
families, the District began a campaign to increase communication in a multitude of
ways. One gift of the pandemic was moving from all paper information to more of a
digital platform. Letters are no longer mailed home en masse and more opportunities are
available to complete paperwork online for district families. The Skylert “all-call” system
(phone, email, and text) was used throughout the pandemic. Since the community was
familiar with this system, communication continued via this platform after a return to
traditional brick-and-mortar schooling. The tenets behind education changed during the
shutdown and it has forced the District to adapt to more modernized systems.

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With the implementation of technology less opportunity for face-to-face
interaction between the District and the community occurred. More people opted for
telephone conferences or google meets instead of coming into the building. This was the
same for extracurriculars since everything was livestreamed for a short time. The
community could watch a football game from the comfort of their home without the
added stress of driving to the event, finding parking, paying an entrance fee, finding a
place to sit, and then purchasing additional snacks and raffle tickets. The costs alone can
make attendance prohibitive. As livestreaming is no longer a convenient option for the
district, more people are opting to return to attending events in-person. The focus of the
District is to continue to improve school culture by ensuring we are meeting the needs of
the stakeholders.
The goal of this action research study was to examine the perceptions of school
culture. Specifically, an exploration was done of the preferred communication methods,
the extracurricular opportunities currently available and what, if anything, could have a
positive or negative impact on school culture. This chapter will offer conclusions based
on the results of the data in addition to providing recommendations for any future
research conducted.
General Overview
This action research study assisted the Moniteau School District with a
measurement of school culture, as perceived by different district stakeholder groups. By
utilizing the specially designed survey, an analysis was composed of a series of school
culture measurements. Appendix B contains a copy of the survey instrument utilized for

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the study. Community members were able to weigh in on what factors contributed, both
positively and negatively, to school culture.
Every parent in the district had access to the survey, in addition to any district
resident who checked in on the district’s Facebook page and/or the district’s website.
Facebook analytics show that the school district has 1,884 followers. With approximately
1140 currently enrolled students in the district, figuring each student has a minimum of
two parents/guardians, the number of participants in the study was relatively low.
However, almost all participants felt culture was important. Only one person stated they
felt school culture was not important and ten total participants (over the two surveys)
were unsure if culture was important.
An examination of communication methods between the school district and the
district’s stakeholders were also explored. The data provided portrayed a picture of
community member’s preferences regarding communication methods and how the
methods used may have had an effect on extracurricular attendance. Data was collected
during the second semester of the 2022-2023 school year in February and again in May.
During this time of year there are multiple opportunities for the community to engage
with the school district. This time period, while short, provided a glimpse of the multiple
methods of communication the district utilizes throughout the school year.
Two questions on the survey provided stakeholders the chance to give input on
what they feel most positively and most negatively affects school culture. The resulting
answers gave the District data to help determine what could be done, or not done, in the
future to further develop school culture. The overall goal of the district is to generate a
positive school culture. Discovering the methods that may be employed to provide that

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sense of community and togetherness will assist the district in future endeavors. Many
suggestions alluded to increasing the number of athletic offerings or extracurricular
offerings, but other suggestions mentioned evening programming for the community.
These two questions provided a rather large sampling of areas where the
community felt the district could grow. The data collected showed the district areas that
were of importance to the community. Most of the suggestions were already known to the
administration, but there were some areas that came as a surprise and went into depth
about other ways we could meet the needs of our students.
Additional questions were asked where stakeholders were directed to indicate
how supportive the following groups were of the student population: faculty and staff;
administration. The data indicate that the participants felt the student population was
supported by both groups. Most often the district hears about the negative occurrences
between students and those two stakeholder groups (or any other groups). The data shows
that while the loudest complaints are the ones heard most often, not everyone feels that
way. In fact, the majority of participants felt that the support was not lacking and that the
current school culture could be rated as positive. Faculty and staff were stated as having
the greatest impact on school culture during both survey collections.
Working together was emphasized as being extremely important between all
stakeholder groups in order to provide the most ideal environment possible. Positive
school culture was suggested, by the participants, to be most positive when the students,
the community, and the faculty and staff all worked together. When these three
stakeholder groups became cohesive, the expectation of the community is that positive
school culture will follow because everyone becomes more invested in the district. It is

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important to note that the community felt the faculty and staff were supportive of the
students. However, one area not explored was how the community felt about the
community-at-large in relation to their supportiveness or lack thereof. A more
comprehensive picture would be available if the community had to answer questions
about the community-at-large and the students were able to provide feedback.
Overall, the feedback generated from the survey responses provided the district
with building blocks for future success. The comments made, and the suggestions
provided, offer an opportunity for the district to show that the voices of the community
have been heard and that what they feel is important can also be important to the school
system.
Limitations of the Study
This study had several limitations that should be considered when interpreting any
results or planning for future studies. The first limitation would be the sample size of
each collection. With 1140 students currently enrolled in the school district, and
additional number of community residents, the data collection samples were very small
and may not be representative of the entire district. Data Collection 1 received 119
responses and Data Collection 2 received 98 responses. The survey was distributed in a
variety of ways to ensure as many stakeholders were aware of and had access to the
survey as possible. Methods employed were: Facebook postings, district website
postings, district email and district text messages. In addition, word-of-mouth was used
when talking with community members and an announcement was made during several
public school board meetings.

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Secondly, the timing of when the survey was given may have had an effect of the
perceptions of the community members. Survey I was given during February 2023, which
was later in the year than preferred. Ideally the surveys would have been given at the start
of the school year and the end of the school year to maximize the opportunities to which
the community had access, such as extracurriculars and communication tools. Survey II
was given at the end of May 2023. The release data immediately followed a highly
contentious school board preliminary election. While the time of the year was not an
issue, the election results may have had an effect on some of the data, based on the
responses provided.
Additionally, there was a lower response rate during Collection Il which may
have been a direct result of the numerous activities associated at the end of a school year.
There were several events planned over the month of May, especially for families of
seniors. It may have been beneficial to send a reminder out to families or to put a
deadline on the initial information explaining the survey.
Thirdly, when initially planning the study it was decided that it would be
beneficial to measure the rating of school culture and how it differed over that period of
time. With the anonymity of the survey there was no way to know if the same
respondents participated in both data collections. Because of that there is not a true
measure of the change of perception of the school culture rating. Participants could have
chosen to respond because they were happy or unhappy about something that had
occurred with their child or with the district in general at the time they responded to the
survey which may have skewed the results. It may have been beneficial to add an
additional question to the second survey asking participants to indicate whether they

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participated in the initial data collection for use to measure school culture more
accurately.
Fourthly, there was not an opportunity to survey students to determine how they
perceive school culture. As a focus group, it would have been beneficial to learn what
students had to say to ensure the thoughts and opinions of the community members are in
line with student responses. Due to the age of the student population it was not possible
to add this layer of data to the study. With school culture directly affecting the
stakeholder group the most, gathering their input would have provided a more
representative answer. Teenagers oftentimes have different thoughts and opinions from
their parents. Learning what they find to be important and/or not important would be
helpful in any future planning the district may undertake.
Lastly, the literature review provided an overwhelming number of definitions for
school culture. What one author identified as culture may not have been the same for the
next three authors. Several components factored into culture and it is necessary to
determine exactly what culture means to the district prior to generalizing the study results
with previous literature. With that said, social media use and technology are relatively
new when referring to school culture. This area of focus could provide additional clarity
when conducting future research, especially as the use of both becomes more developed
and clearly defined.
Financial Implications
Extracurricular opportunities cost a significant amount of money. This is money
well spent on student interests and supports the value of teamwork, sportsmanship and
integrity. The athletic’s budget alone for the 2023-2024 school year totals $495,493.00,

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which is approximately 2% of the school districts’ entire budget. That number does not
include the cost projections for advisor positions for clubs and activities. While those
numbers combined are not outrageous, adding more programming and extracurricular
opportunities to those already in existence would have a significant impact on the
district’s budget.
Some of the more popular suggestions for additions to the current offerings
included more sports teams: swimming, rifle, archery, soccer, and wrestling. With no
pool in the district, no soccer field, and no wrestling mats the district would be required
to make a substantial investment in order to get these potential new programs up and
running. Other programming suggested by the survey participants revolved around
evening opportunities. These included several areas where individuals would need to
assume responsibility for and be in charge of the event. This entails ensuring staff is
available to assist in the evening such as custodial personnel and school police officers.
None of these activities come without a significant cost to the district.
However, some ideas presented by the survey participants are to elaborate on
programming the district currently offers. For instance, one participant recommended
having a multi-cultural day. Learning about different cultures already occurs in several
courses, but turning this into a building-wide opportunity where culturally appropriate
food and activities are offered would exponentially expand on the lesson. Another
example is teaching students about more, and different, careers. The district began
offering a career fair during the 2022-2023 school year. While this is a start to this
process, the goal of the program is to continue to grow and show students there are more

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opportunities available to them than those offered in Butler County, Pennsylvania. The
district continues to look to improve upon current programming each year.
One specific suggestion asked for dances after athletic events. This is something
the district would not need to fund as this type of event is traditionally sponsored by a
club. The hard part would be finding a club to host the event and arranging the
entertainment. Usually dances are chaperoned by teacher and parent volunteers, which
again, would cost the district nothing additional as the building would be open and
security would still be on duty. Another participant recommended providing more guest
or special speakers to the student body. This idea can be easily completed by groups such
as Student Council and even utilizing grant funding for such events. The one concern
here would be the loss of instructional time in order to provide the opportunity. The
district would need to weigh the pros and cons of both in order to determine if providing
a program of this nature would benefit the student body and assist in affecting school
culture.
All suggestions provided by the participants should be considered when
examining the type of impact they could have on the student body and the surrounding
communities. Sometimes an investment of time and money are more beneficial in the
long run, even though the initial commitment of personnel and funding can be
substantial.
Future Direction and Recommendations
If the pandemic showed us anything, it was the importance of establishing good
communication and working as a cohesive unit proves to be highly effective.
Unfortunately, the COVID-19 pandemic forced the district, and every other district, to

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modify their offerings and make changes in order to ensure the safety and security of
students and staff members. Because of this, many things changed and few have returned
to their pre-pandemic status. During this time, it was important to continue offering the
students different programming opportunities, but it was not possible to invite families
into the buildings to take part in those programs. This caused repercussions with families
as community members wanted to be able to continue with pre-pandemic regulations,
which unfortunately could not occur. A breakdown in the relationship between school
and home occurred as a result. As we near what is hopefully the end of this period of
time, it is essential that the district focus on repairing and rebuilding that relationship.
The district will be using the data compiled in this action research study to further
enhance school culture. With the reduction in federal funding after COVID-19 and the
decreasing enrollment of the district, it is necessary to examine current programming and
determine if what is offered should continue to be offered in the future. For example, the
competitive spirit team only has three participants registered for the 2023-2024 school
year. Once a highly popular program with only the best, most talented students trying out,
the decline in numbers over the last three years indicates that this may be a program
which should no longer be offered due to lack of interest.
While this action research project provided a baseline for understanding the
current perceived school culture, the district will continue to monitor the climate and
make recommendations based upon the ongoing data. At this time, it is not possible to
add new programming, but modifying and adapting those programs currently offered can
be accomplished. Further changes could only be considered after evaluating the financial

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climate of the district, as well as the student enrollment status and interest level. These

factors will play a significant part in determining how the district moves forward.
One benefit, as a result of the pandemic, was the importance of technology and
how it can be used for communication purposes. Everyone was forced to adapt to new
methods of communication. Paperwork traveling back and forth in the child’s backpack
was no longer used and was considered to no longer be safe. Email, text messaging,
telephone calls and social media became the primary methods used for spreading
information as quickly as possible. Each method employed reached a target audience and
assisted the district in communicating. Furthermore, the district was forced to ensure the
website was up-to-date and that anything shared on social media was coming from the
district owned Facebook and Twitter pages.
The data indicate that the district is currently meeting the needs of the community
when examining communication methods. Based on the answers provided, there appears
to be something that meets the needs of everyone in the district. In the 2022-2023 school
year the district added a districtwide newsletter that was disseminated electronically in
addition to utilizing one communication App, Class Dojo, for all teachers and students in
grades K-6. Previously multiple platforms were used, which made it difficult for parents
to keep track of when they had more than one student across the grade levels.
Communication is an aspect that will always be necessary and will continue to be
examined for the most effective methods. Advances are made in technology all of the
time and moving forward it will only benefit the district to continue to meet those needs
and explore any new methods as they continue to develop.
Recommendations

for Future Studies and Research

PERCEPTIONS OF SCHOOL CULTURE
This study scrutinized how school culture is perceived by a variety of
stakeholders within the Moniteau School District. The specially designed survey
provided insight into the understanding of school culture and how it is affected by a
variety of factors, such as: communication methods, extracurricular opportunities,
support from various sub-groups, and what influences can affect school culture. This
examination allowed the district to understand the role of school culture within the
district and the reasons why it may be affected, either positively or negatively.
Future studies would benefit from focusing on the perspective of the student.
Better insight and information can be gleaned from gathering the perspective of the
students in the school building. As they face the day-to-day activities firsthand, it would
be impactful to understand what they feel they need, or do not need, to enhance their
learning environment. While the district is the center of the community, at least in this
school district, the primary focus is and should be, on the students. Students are what
drives the decision-making process and all efforts should be made to provide them with
the best opportunities possible.
Furthermore, while this study did not focus on information gathered from the
faculty and staff, it may be beneficial to have a study dedicated to understanding their
perspective of school culture and how they feel it relates to a student’s overall learning
experience. Their awareness of school culture comes from a significantly different lens
than parents, administrators, board members and community members. Oftentimes,

teachers hear about something before it occurs and can provide information about an
issue due to what they overhear in the hallways.

OF

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Another area that could be examined in more depth would be communication
methods across a district. Asking parents to select a method of communication at the start
of the school year and communicating in only that method would be interesting to study.
The research could focus on which method of communication was preferred and how that
method tracked based on student and/or parent participation at different events or
activities. While this may be difficult to do, continuing to review and research
preferential communication methods would allow districts to reach out only utilizing the
preferred method so parents are not inundated with all manners of communication, such
as emails, text messages and phone calls, all for the exact same reason.
These three topics could provide valuable information for understanding school
culture across all different forums. The data gathered could help districts with both short
and long-term planning, both financially and programmatically. Goals could be
developed in the comprehensive plan that tie directly to school culture, based upon what
the data indicate is important and should be a focus area. And, as trends continue to adapt
and change over time, reexamining these three focus areas would prove beneficial for all
district stakeholders.
Summary
This action research assisted in identifying perceptions of school culture using a
variety of questions to ascertain the current school culture rating. All data gathered was
done by using information voluntarily given through a survey by district stakeholders,
which may have included: parents/guardians, district employees (teachers, support staff,
administration), school board directors, and community members. The resulting data
clarified the current perception of school culture and allowed the district to begin

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planning for future endeavors, which may include, but are not limited to, adding
extracurricular opportunities, adding evening programming for students and/or
community members, among a variety of other recommendations.
The data revealed that the district stakeholder groups overwhelmingly feel that the
school culture at Moniteau is positive, with support being given to student groups from
the administration, as well as the faculty and staff. While improvements can always be
made in every area examined, the overall result was that the district is on the right track
when attempting to communicate with the community-at-large. The current methods
employed by the district are reaching the stakeholders and the information is being shared
via a platform they prefer to use.
The first step in continuing to make positive strides with school culture is to share
the data gathered with the administrative team. Learning the perceived strengths and
areas of improvement for the district lays the foundation for developing a successful
learning environment with a positive school culture. This may include challenging
current points of view and methods of communication. Additionally, this may force
change, which is always an area of great resistance whether that change is for the
betterment of the student population or district. While the administration may be the first
step, the next step would be to highlight the areas of importance to the faculty and staff,
as well as the school board members. These groups are directly involved in the planning
and implementation of programming and would benefit greatly from understanding the
views of the community.
Looking ahead to the new school year, plans are underway for new and exciting
ways to involve more students beyond the current offerings. Teachers and administrators

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have initiated steps to ensure more students are given opportunities they may find
interesting or valuable. Communication with the community was established as a goal in
the district comprehensive plan. This ensures that the district will continue to emphasize
communication and make it a priority for the duration of the plan. It will be important for
all district staff to maintain consistency when undergoing any proposed changes or
recommendations. Should new programming be implemented, professional development
may be necessary to assist with any misconceptions or concerns.
Finally, collaboration with the community is essential in continuing to establish a
culture of respect and cohesiveness. Working together will be essential in ensuring that
students are given the best and most appropriate opportunities in order for the district to
prepare them for the challenges they may face in life. If it takes a village to raise a child
and have that child be successful, a major component will be to maintain open lines of
communication with key groups to provide input and feedback into changes and for any
future plans.
Overall, the action research study answered many questions regarding the
perceptions of school culture of the Moniteau School District. The study provided the
opportunity for the community to voice concerns, but also provide suggestions for
improvements and outline what they may feel is most important in terms of culture.
Using this data for future planning purposes will assist the district in developing both
short and long-term goals and approaching communication with the community in the
most effective manner.
Further research in this topic can only benefit this district in making the most
appropriate decisions with students in mind. Realigning the importance of a school-to-

PERCEPTIONS OF SCHOOL CULTURE

101

home connection as a valuable commodity in the educational process which promotes
positivity and connectedness proves the district is moving forward with the whole family
in mind. By ensuring this connection occurs, a more positive environment is established
and the school culture is viewed in a favorable light.

PERCEPTIONS OF SCHOOL CULTURE

102
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PERCEPTIONS OF SCHOOL CULTURE

APPENDICES

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114
Appendix A

Survey Participant Disclosure Form
Survey Participant Disclosure
Introduction
I am conducting an action research study to investigate how engagement opportunities
may have an impact on school culture and whether that engagement is influenced by
social media. In this study you will be asked to answer questions regarding gender and
alumni status. You will also answer questions related to school events you may have
attended or your child(ren) may have participated in. Additionally, you will be asked
about your communication preferences as well as your social media preferences, if any.
Finally, you will be asked questions about your perceptions of school culture and whether
you feel different groups of stakeholders support the student population.
Participation
Families of students of the Moniteau School District, as well as adults (aged 18 or order,
not currently enrolled in the school district) who may not have a current child in this
district have been selected as participants in this study. Participation in the survey is
voluntary and will be collected via google form. The survey should take approximately
10 minutes to complete and consists of a majority of multiple-choice questions with a
couple of open-ended questions, if applicable.
Benefits
Benefits of this study are unknown, but may assist the district in the improvement of how
to increase and foster student engagement. Results may have an impact on school culture.

Risks

There are no foreseeable risks associated with participating in this study.
Confidentiality
All information provided in the survey answers will be kept anonymous and will not be
personally identifiable when the data is presented. Participants may elect to not
participate in the survey or to withdraw after they have begun the survey.
Incomplete surveys will not be used for the study.
This study has received approval from Pennsylvania Western University's (formerly
California University of Pennsylvania) Institutional Review Board and is completed as a
requirement of the Doctor of Education in Educational Administration and Leadership
program. This approval is effective 9/27/2022 and expires 9/26/2023. Please refer any
additional questions to Dr. Todd Keruskin, Faculty Capstone Committee Chair
at keruskin@pennwest.edu or Mrs. Aubrie Schnelle, Doctoral Student at (724) 637-2117
or sch6757@pennwest.edu.

PERCEPTIONS OF SCHOOL CULTURE
By moving forward with the survey questions, you indicate you understand this
disclosure form and consent to participate in the survey. Should you not wish to
participate please do not go any further.

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Appendix B
School Culture Survey
Beginning and End of the year Family/Community Resident Survey
1.

2.

Please list your gender:
e

Female

e

Male

e

Other

e

Prefer not to answer

Are you an alumnus of Moniteau?
e

Yes

e

No

3.

Please list the number of current students you have in the
district

4.

Please list the grade level(s) of your student(s): (Select all that apply)
K

OmMoOnNINDN
=|
—=—

NRF

eee

©

e

BPWN

e

5.

Do you have any children who are alumni of Moniteau?
e Yes
e No
1. If yes, how many?
2. What year(s) did they graduate?

6.

Have you attended events at the school in previous years?
e

Yes

116

PERCEPTIONS OF SCHOOL CULTURE
e

No
1.

Ifyes, what is your reason (Select all that apply)
1. My child participates in the event(s)
2. Ienjoy attending school events
3. Other

7.

What type of events have you attended at the school? (Select all that apply)
e Athletic event
e School musical
e Band concert
e Choir concert
e Talent show
e Variety show
e School board meeting
e Committee meeting
e Assembly
e Graduation ceremony
e Other, please
list

8.

How do you hear about the events at the school? (Select all that apply)
e My student

_@

e
e
e
e
e
e
e

9.

All call from the school

Email from the school
Text message from the school
School website
Social media post
Local newspaper(s)
Other parent/community member
Other, please
list

What is your preferred method of receiving information from the school?
e Your child
e Email
e Text message
e Phone call
e Website
e Letter mailed home
e Social media post
e Local newspaper(s)

117

PERCEPTIONS OF SCHOOL CULTURE
e

118

Other:

10. Are there other events you wish the school offered for your student (events would
be considered non-educational opportunities)?
e Yes
e No
e Unknown
1. If yes, what would you like to
see

11. Do you feel there are enough events offered for parents/community members?
e

Yes

e

No

e

Unknown
1. Ifno, what would you like to
see

12. Do you feel school culture is important?
e

Yes

e

No

e

Unknown

13. How supportive do you feel the faculty and staff is of the student population?
e
e
e
e

Strongly supportive
Somewhat supportive
Minimally supportive
Not supportive

14. How supportive do you feel the administration is of the student population?
e Strongly supportive
e Somewhat supportive
Minimally supportive
Not supportive
15. Please rate the current school culture at Moniteau:

e
e
e
e
e

Strongly positive
Positive
Neutral (neither positive nor negative)
Negative
Strongly negative

16. What one thing has the greatest impact on school culture?
e Faculty and staff involvement

PERCEPTIONS OF SCHOOL CULTURE
e

Student involvement

e

Community involvement

e

Other

17. List one thing that positively impacts school culture?

18. List one thing that negatively impacts school culture?

119

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120
Appendix C

IRB Approval Letter

PennWest@®
UNIVERSITY

Institutional Review Board
250 University Avenue

California, PA 15419
instreviewboard@calu.edu
Melissa Sovak, Ph.D.

Dear Aubrie,

Please consider this email as official notification that your proposal titled "An
Action Research Study Examining the Perceptions of School Culture by District
Residents as Measured by Engagement Opportunities” (Proposal #PW22-028) has
been approved by the PennWest Institutional Review Board as amended with the
following stipulations:
Is “district resident” the correct terminology to use within the research questions if the sample is
solicited from those actively enrolled with Skylert? Any person who lives within the geographic
region would technically be a “district resident”. It’s noted that there may be respondents who do
not have an active student in the district later within the document. A better definition upfront will
add clarity to the research.
Q15-18 — watch the wording. “If you could” is unnecessary and allows for the respondent to
raise the response | can't. “Please rate the school culture at Moniteau:”, “What has the greatest
impact on school culture?”, “What is one positive impact on school culture?”, “What is one
negative impact on school culture?” are all sufficient and direct.

Once you have completed the above request you may immediately begin data
collection. You do not need to wait for further IRB approval. At your earliest
convenience, you must forward a copy of the changes for the Board’s records.
The effective date of the approval is 9/27/2022 and the expiration date is
9/26/2022. These dates must appear on the consent form.
Please note that Federal Policy requires that you notify the IRB promptly
regarding any of the following:
(1) Any additions or changes in procedures you might wish for your study (additions
or changes must be approved by the IRB before they are implemented)
(2) Any events that affect the safety or well-being of subjects
(3) Any modifications of your study or other responses that are necessitated by any
events reported in (2).
(4) To continue your research beyond the approval expiration date of 9/26/2022 you
must file additional information to be considered for continuing review. Please

PERCEPTIONS OF SCHOOL CULTURE

contact instreviewboard@pennwest.edu. Please notify the Board when data
collection is complete.
Regards,
Melissa Sovak, Ph.D.
Chair, Institutional Review Board

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122
Appendix D

Board Approval Letter

July 11, 2022
329 Muddy Creek Dr.
Butler, PA 16001
Dear Mrs. Aubrie Schnelle:
It is with great enthusiasm that I write this letter of support for your doctoral capstone project
entitled, “An Action Research Study Examining the Perceptions of School Culture in Grades 8-12
by Utilizing Engagement Opportunities for Students.” This proposed research project has the
potential to provide significant and valuable information for the Moniteau School District,
especially at the secondary level.
Not only will this project relay the perceptions this identified group of students has regarding the
culture within their school, but it can also provide an in-depth analysis of how extra-curricular
activities and other factors (i.e. delivery of instruction, delivery of programs, peer relationships,
faculty and administration interactions, ete.) may affect the culture of the school. This project may
also discover factors that disrupt the culture of the school.
Ultimately, this action research study will afford the district the opportunity to gain the students?
perspective on their educational experiences and be able to plan accordingly to address the
concerns presented.
J have thoroughly reviewed the project proposal and understand the following related to
participation of all parties:
e

Student participation will involve the completion of two surveys (one at the beginning of the
2022-2023 school year and a follow-up survey prior to the end of this school year).

e

Participation on the part of the students is voluntary and a student may elect to withdraw
from participation at any time.

o

Parents/guardians will be afforded the opportunity to review the survey and elect for their
children not to participate in this research project.

°

All data will be kept strictly confidential via electronic files and no identification of
participants will be utilized.

e

Potential risks to the participants are minimal and should not be greater than any of those
encountered in daily life activities.

Please accept this letter as my formal consent and complete support of the district’s participation in
this proposed research project. We wish you best of luck as you continue and look forward to
reviewing your results.
Sincerely yours,

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123
Appendix E

School Culture Survey Email
Aubrie Schnelle <aschnelle@moniteau.org>

to ASCHNELLE

Tue; Feb

14, 6:33 PM

Good evening,
School culture is something every school district hopes is viewed in a positive light. All
district stakeholders (students, staff, community members, etc...) have a role to play
in school culture. With the permission of the Moniteau School District Board of Directors
and the Institutional Review Board at Pennsylvania Western University (formerly
California University of Pennsylvania) the focus area of my doctoral project
is school culture, specifically as viewed through the lens of community stakeholders. The
attached survey is comprised of eighteen questions that will help to examine
how school culture is viewed from Moniteau's community stakeholders. The data
collected from this survey will be used not only to complete the requirements of the
doctoral degree, but to assist the district in this area in the future. The information listed
below will address questions you may have. The link to the survey is included at the end
of this email. Thank you for your time and have a wonderful evening.
Survey Participant Disclosure
Introduction
I am conducting an action research study to investigate how engagement opportunities
may have an impact on school culture and whether that engagement is influenced by
social media. In this study you will be asked to answer questions regarding gender and
alumni status. You will also answer questions related to school events you may have
attended or your child(ren) may have participated in. Additionally, you will be asked
about your communication preferences as well as your social media preferences, if any.
Finally, you will be asked questions about your perceptions of school culture and whether
you feel different groups of stakeholders support the student population.
Participation
Families of students of the Moniteau School District, as well as adults (aged 18 or order,
not currently enrolled in the school district) who may not have a current child in this
district have been selected as participants in this study. Participation in the survey is
voluntary and will be collected via google form. The survey should take approximately
10 minutes to complete and consists of a majority of multiple-choice questions with a
couple of open-ended questions, if applicable.
Benefits
Benefits of this study are unknown, but may assist the district in the improvement of how

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124

to increase and foster student engagement. Results may have an impact on school culture.
Risks
There are no foreseeable risks associated with participating in this study.
Confidentiality
All information provided in the survey answers will be kept anonymous and will not be
personally identifiable when the data is presented. Participants may elect to not
participate in the survey or to withdraw after they have begun the survey.
Incomplete surveys will not be used for the study.
This study has received approval from Pennsylvania Western University's (formerly
California University of Pennsylvania) Institutional Review Board and is completed as a
requirement of the Doctor of Education in Educational Administration and Leadership
program. This approval is effective 9/27/2022 and expires 9/26/2023. Please refer any
additional questions to Dr. Todd Keruskin, Faculty Capstone Committee Chair
at keruskin@pennwest.edu or Mrs. Aubrie Schnelle, Doctoral Student at (724) 637-2117
or sch6757@pennwest.edu.
By moving forward with the survey questions, you indicate you understand this
disclosure form and consent to participate in the survey. Should you not wish to
participate please do not go any further.
Perceptions of School Culture Survey

Sincerely,
Aubrie Schnelle
Superintendent of Schools
Moniteau School District