Theses and Dissertations
Advisor
Williams, Frankie
Committee Member
Tharp, Paula
Committee Member
McMullan, Leigh Ann
Committee Member
Javorsky, Kristin
Date of Degree
12-12-2025
Original embargo terms
Immediate Worldwide Access
Document Type
Dissertation - Open Access
Major
Education (P-12 School Leadership)
Degree Name
Doctor of Education (Ed.D.)
College
College of Education
Department
Department of Teacher Education and Leadership
Abstract
The purpose of the study was to examine the relationships among teachers’ views of school climate and culture and their sense of belonging within a Mississippi school district. Using a quantitative survey research design, data were collected from 99 teachers during the 2024–2025 school year through the School Climate Survey and the School Belonging Scale Survey. The researcher sought to determine whether differences in the teachers' perceptions of their schools’ climate and culture and their sense of belonging existed by gender and grade span, as well as whether significant relationships existed among the constructs of their schools’ climate and culture and the teachers’ sense of belonging. The findings revealed teachers who reported positive perceptions of their schools’ climate and culture also expressed a stronger sense of belonging. The additional analyses further showed differences across grade spans, with elementary teachers generally reporting more favorable perceptions than their secondary peers, and female teachers indicating slightly higher levels of connectedness and belonging than male teachers. The positive correlations among perceptions of school climate, culture, and belonging suggest as teachers feel safer, more supported, and respected, their sense of belonging increases as well. The results further identified specific dimensions, particularly staff connections and the physical environment, as critical factors influencing teachers’ sense of belonging. Schools characterized by strong collegial relationships, shared decision-making, and well-maintained facilities demonstrated high levels of teacher belonging. The findings emphasize the continued need to cultivate supportive and inclusive school environments in which teachers feel valued, respected, and connected. Such conditions foster greater professional engagement, collaboration, and commitment, ultimately enhancing the overall effectiveness of the school.
Recommended Citation
Lathan, Kimberly D., "Examining relationships among teachers’ perceptions of school climate and culture and their sense of school belonging" (2025). Theses and Dissertations. 6799.
https://scholarsjunction.msstate.edu/td/6799
