32 Matthew C. Rainey, Ed.D. their children’s education. Acta Educationis Generalis, 11(1), 14–28. https://doi.org/10.2478/atd-2021-0002 Cohen, J. (1977). Statistical power analysis for the behavioral sciences (rev. ed.). New York, NY: Academic Press Fulton, K., Yoon, I., & Lee, C. (2005). Induction into learning communities. National Commission on Teaching and America’s Future. Hoy, W. K., & Woolfolk, A. E. (1993). Teachers’ sense of efficacy and the organizational health of schools. The Elementary School Journal, 93,355–372. http://dx.doi.org/10.1086/461729 Ismail, M., Khatibi, A., & Azam, S. M. F. (2022). Impact of school culture on school effectiveness in government schools in Maldives. Participatory Educational Research, 9(2), 261–279. https://doi.org/10.17275/per.22.39.9.2 Ladd, H., & Huberlie, A. (2023, January 6). Where have all the students gone? https://www.ey.com/en_us strategy/declining-enrollment-in-public-K–12 schools Pendergrass, S. (2018). Bringing Title I into the twenty first century. American Federation for Children, 5–15. Shafer, L. (2018, July 23). What makes a good school culture? Harvard Graduate School of Education. https://www.gse.harvard.edu/ideas/usable knowledge/18/07/what-makes-good-school-culture Wang, M. T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315–352. Zullig, K. J., Koopman, T. M., Patton, J. M., & Ubbes, V. A. (2010). School climate: Historical review, instrument development, and school assessment. Journal of Psychoeducational Assessment, 28(2), 139–152. provide exemplars for principals of schools in other districts to build and sustain positive school culture, as well as validate similar efforts implemented by campus leaders. Conclusions In summation, research supports that a positive school climate has been connected to teachers’ impact on student academic achievement as well as a teacher’s commitment to staying with the school (Berg, 2004; Fulton et al., 2005; Hoy & Woolfolk, 1993). Therefore, it is critical that district and school administrators strive to understand the importance of building and sustaining a positive school culture as it translates to higher teacher retention, increased work productivity, and ultimately student achievement. School principals are pillars of their community and have a strong understanding of what actions have a direct impact on building and sustaining positive school culture. Their involvement ensures a focus on recruiting and retaining quality educators that ultimately impact the lives of many students. References American Institutes for Research. (2024). School climate improvement. National Center on Safe Supportive Learning Environments (NCSSLE). https:/ safesupportivelearning.ed.gov school-climate-improvement Barkley, B., Lee, D., & Eadens, D. W. (2014). Perceptions of school climate and culture. eJournal of Education Policy. ISSN: 2158-9232. Bear, G., Yang, C., Pell, M., & Gaskins, C. (2014). Validation of a brief measure of teachers’ perceptions of school climate: Relations to student achievement and suspensions. Learning Environments Research. 17. 339–354. https://doi.org/10.1007/s10984-014-9162-1 Berg, B. L. (2004). Qualitative research methods for the social sciences (5th ed.). Pearson Education. Bocchi, B., Dozza, L., Chianese, G., & Cavrini, G. (2014). School climate: Comparison between parents’ and teachers’ perception. Procedia-Social and Behavioral Sciences, 116, 4643–4649. https://doi.org/10.1016/j.sbspro.2014.01.1000 Çayak, S. (2021). Parents’ perceptions of school climate as a predictor of parents’ participation in
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