Prospectus Presentation – Tracie Brack
30 Pryor Street Southwest
Georgia State University, Atlanta, GA 30303
Arts and Academics: A Qualitative Investigation of How Teachers Perceive School Climate Relating to Subject Area (tested or non-tested) in the Elementary Setting
by Tracie Brack
This study examines teachers’ perceptions of school climate as it relates to their subject areas (tested or non-test) in an elementary school setting. The research is framed by a constructionist epistemological paradigm. Within the Interpretive Constructionist Theory, I will be able to learn how teachers view the school climate and the elements within the school that influence the climate. The inquiry will include four purposefully selected teachers from one elementary school. The demographics of the elementary school closely mirror the demographics of the school district as a whole. Qualitative and quantitative data include school climate data and teacher perception data. The school climate data will be collected from the Georgia School Personnel Survey administered as part of the College and Career Readiness Performance Index (CCRPI) included in Race to the Top (GaDOE, 2013). The teacher perception data will be accumulated through qualitative, responsive, semi-structured interviewing. The results of the research will provide a comprehensive description of how perceptions of tested area teachers and non-test
area teachers differ on the subject of school climate. Consequently, this study will contribute to an understanding of how school climate is perceived; and how school climate affects students, teachers, and administrators.