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Abstract

School climate is one of the most significant factors in solidifying an effective learning environment. In today’s complex educational system, leaders face daily challenges in the world of high stakes testing and state accreditation that force them to ensure that they have implemented reforms that will provide sustained improvement in student achievement. As a result, school leaders and teachers must possess the ability to change and adapt to their conditions for continuous organizational improvement despite possible resistance from stakeholders. Moreover, with diverse teacher experience levels, leaders consistently assess and evaluate the instructional practices in their building to empower teachers to engage and motivate their students (Kelley, Thornton, & Daugherty, 2005). Thus, the school’s educational leader and the climate that he or she helps to establish directly impacts the school’s environment and teachers’ perception of that environment.

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