The Impact of the Success for All Classroom Model on School Climate and Teacher Satisfaction

Providing quality education for students in disadvantaged communities has been at the forefront of educational research for decades. These schools struggle each year with budgets that fail to meet the needs of the school, low teacher and student morale, and low teacher retention. Success for All has been identified as an effective program to increase literacy skills and standardized test scores for disadvantaged children. The purpose of this quasi-experimental static-group comparison study was to investigate the impact of Success for All on teacher satisfaction and school climate in low performing schools. Teacher satisfaction and school climate have an instrumental, positive effect on a student’s capability to learn and perform at school. This study sought to determine if Success for All has had an impact on these characteristics within a Kentucky school district. The researcher collected data though the use of a job satisfaction survey and the school district’s climate survey. An independent samples t test was utilized to determine whether there were statistically significant differences. In the research question regarding teacher satisfaction, it was found that there were significant differences between a school that utilizes Success for All and one that does not in the areas of supervision, contingent rewards, operating conditions, coworkers, communication, and total satisfaction. In the research question regarding school climate, it was found that there were significant differences in the areas of time, facilities and resources, managing student conduct, teacher leadership, school leadership, and professional learning. It was concluded that the school that utilized Success for All had lower scores in all categories and the most negative impact. Future tests should be administered to determine what factors of the program caused the negative impacts