School climate change due to semestering

Abstract

The purpose of this study was to describe and explain any climate change of Duncan MacMillan High School as a result of a change to a semester system. Twenty teachers (staff 27) who had experienced a non-semestered year and a semestered year (2 consecutive years) were selected. Data were collected by means of a 55 item questionnaire on teachers perception of any change as a result of the adoption of a semester plan. In addition, information was obtained through informal interviews with 4 of the respondents. The variables which were rooted in the literature were used to build clusters of questions relating to any perceived change as a result of adopting semestering. Data were analyzed using descriptive statistics to delineate the responses and comparative statistics to describe relationships between selected control variables and questions.

The findings from this study show a moderately positive contribution to school climate at Duncan MacMillan High School as a result of semestering particularly in the areas of instructional effectiveness and student academic orientation. The qualitative material revealed that there had been no change in the school climate as a result of semestering and that any perceived change was not a direct result of semestering. Quantitative findings indicated that control variables of staff sex, teaching license level and years teaching experience at Duncan MacMillan High School were significantly related to staff perceptions as a result of a change to semestering.

Consequently, it can be concluded that the adoption of semestering resulted in a small, but, significantly positive change in the school climate at Duncan MacMillan High School.