Toward an understanding of community in schools

Abstract

The purpose of this study was to approach an understanding of how the metaphor of community is perceived and experienced by students, faculty, and school administration in schools where students achieve consistently high academic standing on standardized government examinations. This study illuminated stakeholder perceptions of community in school in three schools that were recognized for academic achievement in western Canada. The study employed Grounded Theory methodology and collected data from focus group interviews to construct a new conceptual framework of community in schools. Data were gathered from two focus group interviews with students, staff, and administration in each of the three participant schools. The focus group interviews were designed to probe deeply into the sense of community held by the participant groups. Additionally, the second interview was intended to confirm the authenticity of transcripts and preliminary thoughts held by the researcher about the emerging conceptual framework. Discussion about the study findings suggests that effective schools have a focus on creating an environment of emotional safety and attachments between students and faculty as well as attending to faculty skill, relevance to student learning, and contribution to a creative energy in the school. The data analysis generated a clear view of the complexity and competing forces that characterize the lived experience of school administration. In response, this dissertation presents a theoretical model that conceptualizes the work of school administrators by merging study findings with existing literature that was relevant to the descriptions of their work given by participant school administrators. The findings presented here will challenge educators and educational leaders to move from complacency to active pursuit of skills, relevance, and a school climate that promotes rigor in teaching and learning. In so doing, educators can move from lesser to greater consciousness of what effecting teaching, learning, and leading looks and feels like. Increased awareness of skills base and ways of becoming relevant will benefit schools as they seek effectiveness and improvement.