Journal of K-12 Educational Research 27 Qualitative data was collected to enhance and provide a better understanding of the Qualtrics surveys collected. The researcher interviewed seven campus principals from the highest-ranked schools who scored the highest on the data set of all Qualtrics surveys, as well as two elementary chief of schools who served as key informants. The interviews provided insight into how each school principal has been successful in fostering positive school climate. The qualitative data collected from the interviews with campus principals helped to provide a more robust overview of the characteristics, actions, and strategies applied to cultivating a positive school culture. The coding, categorizing, and synthesizing of qualitative data addressed Research Question 3. Literature Review Summary Cultivating and sustaining a positive school culture can result in a variety of different outcomes including improved student achievement, increased teacher retention, and more community engagement (American Institutes for Research, 2024). School climate is complex and is better understood as a multidimensional construct (Wang & Degol, 2016). To provide clear parameters to further define school climate, researchers Wang & Degol (2016) conducted an extensive review of literature to identify four domains of school climate through researching 50 of the most highly cited research articles. The domains include Safety, Academic, Community, and Institutional Environment. Research supports the positive effects of parent involvement on their children’s education such as student’s academic achievement, self-esteem, attendance and positive behavior (Bocchi et al., 2014). Additionally, when parent perceptions of school climate are positive, their child has a positive view of school climate (Çayak, 2021). Measuring stakeholders’ perceptions of school climate is critical to the ongoing process of school climate and the dialogue to identify the strengths and needs of a school (Zullig et al., 2010). Cultivating and sustaining a positive school culture requires the collaboration of the school principal, teachers, staff, and students (Ismail et al., 2022). The impact of a negative school culture can affect students’ attendance, absenteeism, and ultimately school funding (Ladd & Huberlie, 2023). Title I has been largely ineffective since its origin and throughout its existence, primarily due to shifting opinions and values in the political landscape. The provisions of Title I policy are based upon the funding of a system rather than funding actual low-income students for whom the bill was intended to help. The funds are being distributed according to measures that inaccurately identify the children who were initially the target of the Title I programs (Pendergrass, 2018). Summary of Findings and Interpretation of Results Quantitative Findings The current study analyzed historical quantitative data from Qualtrics Surveys and qualitative data collected from interviews with campus principals in a North Texas school district. Qualtrics surveys from students, teachers, and parents were distributed in April of 2023 to all 39 elementary schools in the District to measure the perceptions of school climate and provide each campus with valuable feedback about school culture. The purpose of the current study was to explore the relationship between parent, teacher, and student perceptions of school culture within a large urban school district and its impact on positive school culture on a campus. The quantitative analysis included the exploration of two research questions to investigate the relationship between student, parent, and staff perceptions of school climate data using Likert-type scale response items from Qualtrics. The current study included response data from 13,121 individuals within the District. The researcher used survey responses from students, staff, and parents from all 39 elementary schools. The student data included responses from 6,754 elementary students in Grades 4 and 5, parent data included responses from 5,003 parents, and staff data included responses from 1,364 staff members from all 39 elementary schools. Although students, staff, and parents are not required to complete the survey, it is highly encouraged by the District and campus administrators. Students yielded a higher response rate because they were required to complete the survey in a classroom setting while staff and parents could complete the survey whenever and wherever they chose within
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