Author： DeAngelis Karen Presley Jennifer
Publisher： Routledge Ltd
ISSN： 1570-0763
Source： Leadership and Policy in Schools, Vol.10, Iss.1, 2011-01, pp. : 84-120
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Abstract
Using Chicago data, we examine whether teacher qualifications and school climate are related and if so, how they interact to improve student learning. We find that schools that are advantaged in one tend to be advantaged in the other. Moreover, while collective teacher qualifications and dimensions of climate independently influence elementary/middle school achievement, the effects of teacher qualifications depend on the level of safety and order in schools. Each is a necessary but not sufficient condition. Thus, although NCLB has focused attention on employing highly qualified teachers, this study suggests that attention needs to be paid to schools' climates as well.
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