Looking through the current periodical section in the library, I came across the journal Education vol. 131, no. 4. Within this journal I came across an article titled “Teacher Leaders Impacting School Culture” by Douglas E. Roby and found it relevant to my topic of community and education. The topic of this study focused on teachers implementing culture into classrooms to create a sustainable learning environment. Based off my reading of this study, I believe it asks the question: How can teachers pursuing a teacher leader masters degree assess their work-place culture and begin to affect school culture in a positive manner? In order to answer this question, the types of data used was reports of acts, behaviors, and events, and shallow opinions and attitudes. The author collected this data by administering the School Culture Review to 195 participants. This was a survey of 40 statements that had the participants consider characteristics of cultural norms, points being awarded for the answers (none=0, low=1, average=2, above average=3, high=4). Roby states the analysis used was, “mean scores, ranges, frequencies, and standard deviations” (2011). After separating the teachers into groups by levels of experience in the classroom, Roby compared the group’s mean scores based off the questions in the survey. Robey found the means fell within the 80-119 point range, and means below 80 revealed a “low functioning culture”, and a mean below 41 meant “the school culture is dysfunctional” (2011). Roby concluded the length of teaching experience was not a factor in rating school climate. Roby did, however, find teacher isolation is a major concern. Other concerns included: “opportunities for informal leadership, climate of physical plant [campus], trust, relationships, and support” (2011). Moving forward, it is suggested teachers and administrators create a clear form of communication to get to the root of key issues, build trust, and strengthen relationships in the workplace.

Roby, D.E. (2011). Teacher leaders impacting school culture. Education, 131(4), 782-790.