Teacher Morale and School Climate: Exploring Administrators' Influence in an Affluent Suburban High School

Author

• Andrew Theado (0009-0006-2702-8312), University of Dayton

Date of Award

5-9-2026

Degree Name

Ed.D. in Leadership for Organizations

Department

Department of Educational Administration

Advisor/Chair

David Dolph

Abstract

This study investigates the relationship dimension of school climate, with a specific focus on teacher morale and the role of school leaders in shaping it. This research uses Cohen et al.’s (2009) framework, which defines school climate across four dimensions: safety, teaching and learning, relationships, and environmental-structural factors. It focuses specifically on how teachers perceive their morale and how they believe school leaders influence it. Located in a suburban U.S. high school serving an affluent community, the study explores perceptions of both teachers and administrators regarding school climate and teacher morale. This study provides educational leaders with insights to foster a more positive and supportive school environment.

Keywords

Educational Leadership, School Administration

Comments

OCLC No. 1591828983

Rights Statement

Copyright 2026, author.

Recommended Citation

Theado, Andrew, "Teacher Morale and School Climate: Exploring Administrators' Influence in an Affluent Suburban High School" (2026). Graduate Theses and Dissertations. 7676.
https://ecommons.udayton.edu/graduate_theses/7676