Teachers' and Administrators' Perceptions of School Culture after a Change to a Later School Start Time: A Mixed Method Study

Autor/in	Lazevnick, Christopher John
Titel	Teachers' and Administrators' Perceptions of School Culture after a Change to a Later School Start Time: A Mixed Method Study
Quelle	(2023), (161 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Delaware Valley University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-0396-3
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Administrator Attitudes; School Culture; Educational Change; School Schedules; Sleep; COVID-19; Pandemics; Learner Engagement; Attendance Patterns; Academic Achievement; Outcomes of Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Schulkultur; Schulleben; Bildungsreform; Schulzeiteinteilung; Schlaf; Schulleistung; Lernleistung; Schulerfolg
Abstract	This study was conducted as a mixed method design to investigate teacher and administrator perceptions of how a later school start impacted the school culture. Many teenagers are sleep deprived, which can affect student attendance/tardiness, achievement, engagement, and behavior/discipline. Teenagers are biologically programmed to go to bed after 10:30 p.m. and need nine hours of sleep a night; therefore, starting school before 8 a.m. results in sleep deprivation for teenagers. Many factors affect student sleep habits, but the one thing a school can do to help this issue is start school later. The American Academy of Pediatrics (AAP), National Sleep Foundation, and CDC have all come out and said that teenagers are sleep deprived and start school too early. The researcher collected data from two schools who changed their start time later. One school moved it back thirty minutes from 7:30 a.m. to 8 a.m. and the other forty-five minutes from 7:45 a.m. to 8:30 a.m. This study used two surveys, one for teachers and one for administrators, along with interviews. The study was conducted during the COVID-19 pandemic, which had a major effect on communication and participation of the study. Overall, the study revealed teachers and administrators perceived a later school start time improved the school culture. The quantitative data collected from teachers and administrator revealed the school culture improved, students are more engaged/alert, student tardiness has decreased, and student behavior has improved since the later start time. The semi-structured interviews allowed for more in-depth understanding of the quantitative data, which allowed four themes to emerge. The four themes were: the atmosphere/mood of students and staff has improved, students more engage/alert in the morning, especially during first-period, student tardiness has decreased, and student achievement results are inconclusive since the later start time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01