School Safety: Increasing K-12 School Safety Through a Study of Perceptions of Administrators, Faculty, and Staff on School Safety
Item Description
Alternative Title
A Doctoral Capstone Project
Linked Agent
Author: Haines, Sean D.
Abstract
The escalation of school violence, inconsistencies in safety protocol implementation, and disparities in stakeholder preparedness have highlighted a need for systemic improvement in K-12 school safety practices. This doctoral capstone action research project study focused on these concerns by examining how administrators, faculty, and staff across the Commonwealth of Pennsylvania perceive school safety and the factors influencing those perceptions. The study’s significance lies in its effort to inform the development of more equitable, actionable, and sustainable safety strategies at a time when educational institutions face heightened scrutiny and increased legal obligations under Acts 44 and 18. The purpose of this study was to investigate role-based differences in safety, assess the impact of infrastructure, training, technology, and personnel, and identify barriers to effective safety implementation. Utilizing a convergent mixed-methods design, the research integrated descriptive and inferential analyses of quantitative survey data using SPSS and Microsoft Excel with thematic analysis of qualitative responses using ATLAS.ti and Microsoft Excel.
Findings revealed statistically significant differences in perceptions by role, with administrators reporting more favorable views than faculty or staff. Qualitative themes highlighted perceptions of accountability gaps, inadequate training, fragmented leadership, and funding inequities as obstacles. The study concluded that successful school safety reform requires a differentiated professional development framework, a district-wide accountability model, infrastructure audits, and sustained fiscal commitment. By elevating the voices of frontline educators and aligning policy with practice, this research offers a strategic roadmap for improving safety conditions in Pennsylvania’s schools. It contributes to the broader discourse on educational equity, leadership, and reform.
Findings revealed statistically significant differences in perceptions by role, with administrators reporting more favorable views than faculty or staff. Qualitative themes highlighted perceptions of accountability gaps, inadequate training, fragmented leadership, and funding inequities as obstacles. The study concluded that successful school safety reform requires a differentiated professional development framework, a district-wide accountability model, infrastructure audits, and sustained fiscal commitment. By elevating the voices of frontline educators and aligning policy with practice, this research offers a strategic roadmap for improving safety conditions in Pennsylvania’s schools. It contributes to the broader discourse on educational equity, leadership, and reform.
Date Issued
2025-07-31
Resource Type
State System Era
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