Teacher, parent and student perceptions of the self-renewal process of an urban elementary schoo

The purpose of this study was to investigate the perceptions and attitudes of teachers, parents and students regarding the implementation of the self-renewal process of an urban elementary school in New Jersey. Specifically, the goal was to identify, describe and analyze the perceptions and attitudes of teachers, parents and students in relation to the effectiveness of the overall implementation and the school organizational climate as related to effects of student achievement. This study seeks to determine if there is a significant relationship between perceptions of teachers, parents and students of school culture/climate and student achievement based on mathematics, reading and language achievement.;The study was based on a series of research questions developed to examine the degree of effectiveness of the seven innovative programs and an examination of the school organizational management system. Qualitative and quantitative research methods were used in this study. The qualitative "naturalistic" approach was used employing an open-ended interview instrument focusing on the effectiveness of seven innovative programs. A Likert-type rating scale, part of the instrument, measured the level of effectiveness ranging from one to five. The instrument was piloted in the field by a qualitative researcher. The qualitative study population consisted of eighteen interviewed participants: six teachers, six students and six parents; the quantitative study sample consisted of 70 teachers, 261 students and 284 parents randomly surveyed. Likert's Profile of a School (1978) questionnaires examined the organizations' characteristics of leadership, motivation, communication, decision making, goal setting and control strategies as perceived by the participants.;The results of this study determined that all three groups disclosed the highest ratings as to the effectiveness of the seven programs implemented as part of the self-renewal process and recognized the presence of a very strong, positive school culture of pride and respect. The quantitative surveys indicated that the organizational management style of the school is a system 4, the most democratic, participatory model. The effective program implementation, the positive school culture, the collaborative effort of home school connection and the strong participatory leadership style are factors that contributed to academic success and student achievement.