Exploring Patterns of Positive and Negative School Climate Experiences among Staff Members in California

Abstract

ABSTRACT Improving school climate remains a priority for improving academic achievement and social emotional learning, and for reducing violence and promoting safe schools. This study examined staff member experiences of school climate with the goal of identifying the quality of climate (negative or positive) that staff experience and how certain characteristics influence their experiences. Using a statewide sample from the California Department of Education, this study employed Latent Profile Analysis to identify common perceptions of climate. Results indicate four profiles of climate, and that there are individual and contextual influences on the quality of climate likely experienced by staff members. Understanding this variation is critical for stakeholders seeking to implement changes in school climate, or the implementation of interventions targeting SEL or school safety.