Adapting School Culture to Meet Students Needs Literature Review

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School Climate and Growth MindsetTo examine the relationship between students’ growth mindset, teacher beliefs, teaching practices, and school climateCross-sectional survey designGrowth mindset was positively associated with teacher beliefs, teaching practices, and a supportive school climateMelesse & Molla (2018)School ClimateTo explore the contribution of school culture to students' academic achievementQuantitative survey researchA positive school culture significantly contributes to students' academic achievementLacks & Watson (2018)School ClimateTo investigate the relationship between school climate and teacher self-efficacyCorrelational research designPositive school climate was associated with higher levels of teacher self-efficacyBayar & Karaduman (2021)School ClimateTo assess the effects of school culture on students' academic achievementsCorrelational research designSchool culture has a positive effect on students' academic achievementsMolinari & Grazia (2022)School ClimateTo understand the multi-informant perception of school climateMixed-method research designDifferent stakeholders (students, parents, teachers) perceived school climate differentlyMolinari & Grazia (2023)School ClimateTo investigate how students’ school climate perceptions affect their engagement and burnoutQuantitative survey researchNegative perceptions of school climate were related to higher student burnout and lower engagementBodeliwala & Piliyesi (2020)Maslow’s Theory of the Hierarchy of NeedsTo understand the role of a class teacher in implementing Maslow’s Hierarchy of Needs Motivational Theory on students' academic performanceQualitative case studyImplementation of Maslow’s Hierarchy of Needs theory by the teacher had a positive impact on students' academic performanceSasson & Yehuda (2022)Classroom Learning EnvironmentTo evaluate the effects of redesigning the learning environment on student motivation and personal responsibility for learningMixed-method research designRedesigning the learning environment enhanced students' motivation and personal responsibility for learningSetyaningsih et al. (2023)Classroom Learning EnvironmentTo analyze the effect of learning environment and independent learning on students learning outcomesQuantitative researchPositive learning environment and independent learning were significant predictors of students learning outcomesAttai et al. (2021)Classroom Learning EnvironmentTo investigate the impact of flexible furniture in the elementary classroomMixed-method research designFlexible furniture had a positive impact on the learning environment, increasing student engagement and collaborationReviewTheoretical PerspectiveThe problem of declining 3rd-5th grade students' reading scores in relation to perceived school climate and classroom environment is grounded in Maslow's Hierarchy of Needs theory. This theory was originally developed by Abraham Maslow in 1943 and has been widely used in studies focusing on motivation, self-actualization, and personal development, including those in educational settings (Bodeliwala & Piliyesi, 2020).Maslow's Hierarchy of Needs proposes that individuals have a series of needs that they strive to meet, ranging from basic physiological needs to self-actualization, the pursuit of personal growth and fulfillment. These needs are often depicted as a pyramid, with physiological needs at the bottom and self-actualization at the top. The needs lower in the hierarchy must be fulfilled before individuals can attend to needs higher up.In the context of education, Maslow's theory suggests that students' basic needs, such as safety and belongingness (which could be linked to school climate and classroom environment), need to be met before they can fully engage in learning and strive for academic achievement. For instance, if students do not feel safe and secure within their school or classroom environment, their ability to focus on learning and achieving their academic potential may be hindered.Therefore, examining the potential link between school climate, classroom environment, and students' reading abilities through the lens of Maslow's Hierarchy of Needs could provide valuable insights. This perspective suggests that creating positive and supportive school and classroom environments could help meet students' lower-level needs, thereby freeing up cognitive and emotional resources for academic engagement and achievement. Such a theoretical perspective provides a solid foundation for further research into the interplay of school climate, classroom environment, and student academic outcomes.

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School ClimateThe study by Yu, Kreijkes, & Salmela-Aro (2022) primarily aimed to investigate the connection between students' growth mindset and school climate, further examining teacher beliefs and teaching practices. A cross-sectional survey design was employed, making use of…

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…review has synthesized research around the influence of school climate, classroom environment, and Maslow's Hierarchy of Needs on student outcomes. The findings underscore the significant role that school environment and classroom design can play in student academic achievement, motivation, engagement, and personal responsibility. They also highlight the impact of teacher self-efficacy and the application of Maslow’s Hierarchy of Needs in the classroom setting.These conclusions provide a foundation for the formulation of a purpose statement and subsequent research questions. The purpose statement can focus on exploring the potential link between school climate and 3rd-5th grade students’ reading scores/abilities. Given the consistent emphasis across the reviewed studies on the influence of a positive school climate and effective classroom environments, research questions could be developed to probe further into how these elements specifically impact reading abilities. The implementation of theoretical perspective of Maslow's Hierarchy of Needs in the classroom, as seen in the reviewed studies, can also form an integral part of the investigation.Regarding the methodological orientation of the future study, both quantitative and qualitative methods have their merits. Quantitative research can help identify statistical relationships and measure the strength of effects, which aligns with many of the studies reviewed. Such a method could provide valuable insights into the extent and significance of the relationships between school climate, classroom environment, and student reading abilities.On the other hand, a qualitative approach can offer rich, contextual insights into the experiences of students and teachers within these environments and uncover nuanced understandings of how Maslow's Hierarchy of Needs is implemented and perceived in the classroom. Therefore, a mixed-method approach, incorporating both quantitative and qualitative data, may provide the most comprehensive understanding of the research problem at hand. The use of both methods would not only allow for the measurement of effects but also for an exploration of the lived experiences of the students and teachers….....

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