Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Educational Leadership


Dr. Kimberly Flowers


This dissertation aimed to determine the effects of school poverty level and teacher years of service on teachers’ perceptions of school culture. The new model of school culture was used as the theoretical framework and provides a framework for studying school culture. The hypotheses used stated that no significant difference will exist by years of experience between teachers at high-poverty schools versus low-poverty schools on teachers’ perceptions of the six factors of school culture measured by the School Culture Survey for K-12 teachers in 69 Arkansas schools. The six school culture factors are collaborative leadership, teacher collaboration, professional development, unity of purpose, collegial support, and learning partnerships. The data were analyzed using six 2 x 2 factorial ANOVAs. The results of the data analysis determined no significant interaction effects for the six hypotheses. One small, significant main effect for school poverty level on teacher collaboration existed. The conclusion can be drawn from this study that teachers in schools with high or low poverty and all levels of experience put emphasis on school culture. According to the new model of school culture, administrators should be aware of the six factors of school culture and the levels and dimensions where these exist, to ensure that the environment is one where students and teachers can thrive.

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