INDUSTRY AND EXTERNAL ENVIRONMENT ANALYSIS Assignment

INDUSTRY AND EXTERNAL ENVIRONMENT ANALYSIS - Assignment Example Competitive pricing strategy is an example of the effect of intensive industry rivalry. UK retail industry has been selected for this assignment. UK retail industry is quite complex and saturated. The major players within this industry are trying to back or support the purchasing power of people in order to achieve potential competitive advantages and significant market share. Hike in fuel price, troubled housing and mortgage market influenced the retail industry in UK to change the overall business strategy. The organizations within the industry are trying to provide discounted budget and value-added commodities to the people. Several interesting aspects behind the topic motivated to conduct a research work (Ellis-Chadwick, Doherty and Hart, 2002, pp.9-11). This assignment will reveal some interesting facts that will enhance the knowledge about global business environment and impact of external environment factors on it. ... The leading organizations within the similar industry are trying to capitalize on the potential competitive advantages that have been developed due to several favorable external environment factors. It is known to all that globalization, implementation of advanced technology, favorable economic and political business environment are the major growth drivers of several global industries. The assignment will try to reveal the impact of several external environment factors on the business performance of a specific industry. It will discuss about the current profitability situation of the industry and the major factors behind this profitability. Moreover, the assignment will try to discuss about the impact of these factors in future business perspective of that particular industry. UK retail industry has been selected for this assignment. Several leading organizations, such as Tesco, ASDA, Morrison’s and Sainsbury’s are competing with each other within this potential growin g industry. These organizations are implementing several competitive strategies in order to secure their existing market share within the UK retail industry (Lewis and Thomas, 1990, p.22). It is true that several industrial and external environmental factors are controlling the business growth of this industry. Political situation, economic growth, technological revolution and social trend are deciding the growth of current UK retail industry. Several theories have been applied in order to meet the objective of the study. The study will analyze the impact of these factors on the business performance of Tesco. In addition, the study will design the future effect of these factors on the organization. Methodology A proper and effective research is

An examination of the ranging and merchandising of a selected product Essay - 1

An examination of the ranging and merchandising of a selected product category in a retail store - Essay Example The effectiveness of the food retail market of Tesco by supermarkets can be assessed by stating the incidence of Hungary wherein, even during the crisis Tesco displayed its dominance in the food supermarkets. Tesco supermarket has a dominant position in the UK and has rendered services to millions of the customers and increased the level of profit. Tesco, one of the principal retailers, reported a fall in the profit for the first time since 1990s due to the wastage of food in the supermarkets. Thus, Tesco is now facing competition from its key competitors such as Sainsbury’s as the grocery supermarket is alleged to face wastage in the food products. The customers of the supermarket of Tesco have been viewed to express their anger against the quality of the food sold. The study intends to examine and evaluate the food product in the supermarket with reference to Tesco and critically evaluate the strategy of merchandise employed by Tesco to gain its dominance in the market (Cori olis Research, 2004; BBC, 2013). The supermarket of Tesco is a well-designed grocery store with various food products to satisfy the requirements of the people. Supermarket of Tesco is one of the largest and has a large floor space with a variety of food products available. The architecture and the layout create greater convenience for the customers to locate the required food products in Tesco. The supermarket of Tesco is of great relevance because of the different availability of the food products at a reasonable price under one roof. The various food products such as grocery, packaged food, bakery and baby food satisfy the desires of every customer due to the availability of different food items. To meet the customer requirements, Tesco offers different products of a single company based on the food product range. The product line offered by Tesco food include the bakery items, Fruits, vegetables, diary , eggs, meat, fish, poultry, frozen

Jose Rizals Life Essay Example for Free

Jose Rizals Life Essay 1. Surname-â€Å"Rizal† Jose Rizal and his family got the surname Rizal from his Chinese ancestor Domingo Lameo. Rizal means Ricial or grains, and they started using it 1731. His true surname is Mercado, but to keep his family safe he used the surname Rizal. His brother insisted that he adopt the name Rizal in order to avoid the obvious stigma that the Alonzo y Mercado name had recieved from Pacianos association with Father Burgos, and the familys prominence in the native community. Read more: http://wiki.answers.com/Q/Where_did_Jose_Rizal_get_his_surname_Rizal#ixzz1C3si8ka5 http://www.schillerinstitute.org/educ/hist/rizal.html 2. Jose Rizal’s reason in going out of the country Rizal went out of the country because he wants to discover,explore other places and to learn new things. Rizal went to other countries to study, he also wants to learn different languages, he studied medicine because he wants to give cure of his mother’s eyes. Rizal build up businesses, experiencing life to the fullest while he’s out of the country, he changes his girlfriend whenever he wants. But going out of the country is not about pleasure, Rizal was there to hide, because he’s life was already in danger that he has to hide for awhile. There are many accussations thrown on him during those times. He has to go out of the country with all his love for his family and for all the filipinos; to protect his family and his countrymen. If he choses to expose himself to the opponent, whole filipinos life will be in much danger than it really was. 3. Part of Rizal’s life  2 May 1883 – Visitacià ³n 8 – 3rd floor, No. 4 Yesterday, one year ago I left my home to come to this country. How many illusions one entertained and how many deceptions! Yesterday, all day and night, I kept recalling all that had happened to me since then. I took my diary and read it, which reminded me of faded impressions. Though sick, Ill continue my diary because I see that it is most useful and above all it consoles the soul when nothing more remains of its former treasures. This morning I went to see the celebration of Dos de Mayo (2nd May) [05]. There were many people around the obelisk where I saw a tiny altar with some candles. Everywhere could be heard the cries of newspaper vendors which recalled the 2nd of May. In the afternoon we Zamora, Villanueva, and I went to see the civic procession. Many soldiers and members of the different corporations. The King does not attend this national celebration. I received from the Philippines a letter of L.R. [06] of 26 March. * Rizal went out of the country because of his true love for the country and his family. He wants to protect those people that he really love. During the day that he wrote it, he’s sick, he’s like crying everything to his diary and that is the best that he did, to write, he write everything coz he knows that those writings will be very useful to help and save his country, but what i like about it is that he uses a diary in dealing with his emotions, the diary is like someone who will collect every details of your story. It’s almost a treasure, it holds everything even secrets. During that sad moment, rizal recalls some moments of his life, from the day that he’s in the Philippines up to the day that he has to leave for the sake of everyone. With a diary, everything was just like yesterday. I was really touched will this part of his diary. Even he’s sick he still keeps on writing, i can really realate here, i can imagine him writing while recalling those sad moments of his life, it’s painful and really wanna makes me cry, because Rizal has been a very good man ever since he was born, Rizal was full of love, he’s really humble, and being humble is not an easy thing to learn. It’s not just about doing good things, it’s about doing good things from the heart, and Rizal was always sincere on what he intended to do same with what he really does..even sacrificing his own life, from his heart he sincerely wants to give it up just to save every life of his country men. And that intention will never be easy to do, you will just learn to do it when you’re humble and full of love just like Rizal, his intentions are good and it really reflects him . Life of rizal was not that good at all, he has to sacrifice, he has to suffer, he has to hide even tough all that he want was to write and make the filipinos realize that they’re being cheated and abused by those foreigner, those people who came from other country was very deceitful, they’ve been a dictator and pretentous that the filipinos are not awared of it and they let their fears and stupidity control them. He died beacuse of his love for every filipino and it’s not right to question him being our national hero, after all that he has done, Rizal’s diaries has been very useful, all of his writings are useful, it really tells how he fought for our country in more simple ways. Every writings has a story to tell. I like every part of Rizal’s life when he’s writing, i don’t know all that he write but i like that he is writing. It’s not just about the diary, i mean everytime that he write. Coz i want to write as well as if i’m a writer but i don’t know where to start coz i think you really have to be knowledgeable, it’s not just you’ll write but you have to make sure that it has an appeal and it will effectively influence the readers, so i am really amazed because Rizal was very smart and god has given him that talent to write, he’s full of passion on everything. Before and now, he is a very good author of those well known books. He has influence everyone before to fight with him for the country against those user and abusive people from other country.

Health Benefits Of Probiotics Biology Essay

Health Benefits Of Probiotics Biology Essay During the past two decades probiotic micro-organisms have been widely applied in different types of products either as pharmaceuticals, nutritional supplements or foods. Among the latter group fermented dairy products such as probiotic yoghurt are becoming popular in the market and the range of such products continues to expand commercially (Manojlovi , Nedovi , Kailasapathy Zuidam, 2010). An increasing demand for probiotic functional foods is mainly due to the plenty of evidence that exists on the positive effects of probiotics on human health. Together with prebiotics, probiotics are often showed to be effective for the treatment or control of several diseases while the enhancement of the immune system and prevention of diarrhea are the main promising health benefits (Roberfroid, 2000). In developing functional dairy products with probiotics several aspects must be taken into consideration. The main issue is the functional characteristics of probiotics. In order to exert their proposed health effects probiotic bacteria should be present at a certain level in the products therefore; manufacturers must ensure their viability and survival under industrial conditions, during storage and into the final food products. Moreover probiotic bacteria must survive intestinal bile acids and withstand gastric pH of the gastrointestinal tract (Saarela, Mogensen, Fonden, Mà ¤ttà ¶ Mattila-Sandholm, 2000). A number of so-called probiotic yoghurt products are sold however studies have shown that very few meet the FAO/WHO guidelines and their viability is not guaranteed thus several microencapsulation techniques have been developed in order to retain the presence of these organisms into yoghurt matrix and the GI tract. Among these methods, spray coating and gel-particle technologie s are more often used (Champagne Fustier, 2007). Furthermore, a new technology called co-encapsulation which refers to encapsulation of both probiotic bacteria and prebiotics together has also shown to have potential in improving viability of probiotics in yoghurt. The overall objective of this presentation is to look at some of the common microencapsulation techniques that are used in production of probiotic yoghurt and to address some challenges in this high-tech method. Food Science mcgill logo.jpg 2. Probiotics: As defined by FAO and WHO Probiotics are: live micro-organisms which when administered in adequate amounts confer a health benefit on the host (World Health Organization, 2001). This definition shows two significant characteristics of a probiotic product .The first one is that these products should contain live microorganisms and secondly the live microorganisms must be in an accurate amount to exert their health benefits (Yildez, 2009). Micro-organisms must have a number of characteristics before they can be considered as probiotics. These include the ability to survive the gastric acid and bile salts of the gastrointestinal tract, colonising in the intestinal mucosa, lack of pathogenicity and the capacity to exert a health improvement on the host. It is unlikely that any one probiotic strain possesses all of these characteristics however, some beneficial effect on human health must have been demonstrated (Tamime, 2005). Élie Metchnikoff was the first person who reported a correlation between the long life of the Bulgarian peasants and the consumption of fermented dairy products, he mainly related to lactic acid bacteria. Nowadays, the probiotic bacteria used in functional dairy products mainly belong to Lactobacillus and Bifidobacteria genera (Heller, 2001). These bacteria have the ability to improve the microbial balance of the human gut, they antagonize pathogens by making antibacterial compounds and compete for pathogen binding. Their other functions are changing gut pH, simulating immunomodulatory cells and producing lactase (Kopp-Hoolihan, 2001). 2.1. Health Benefits of Probiotics: Probiotics have been at the forefront of the development of functional dairy products due to a wide range of desirable health benefits that they promote. Some of these health claims have been supported by research such as improving intestinal tract health, enhancing the immune system, synthesizing and enhancing the bioavailability of nutrients, reducing symptoms of lactose intolerance, decreasing the prevalence of allergy in susceptible individuals, and reducing risk of certain cancers (Kopp-Hoolihan, 2001; Virender Gill, 2009). Most of the current studies mainly focus on the following areas; inflammatory diseases such as inflammatory bowel diseases (IBS and IBD), allergy and diarrhea. Food Science mcgill logo.jpg Table 1: Health benefits of probiotics established in human studies (Apajalahti, Bech Hansen, Friedrich, Schlothauer, Schmid Staudt, 2005) Health Benefits References Improvement of the immune system K Arunachalam et al.(2000), BL Chiang et.al. (2000) Prevention of allergies L Pelto et al. (1998),E.Isolauri et.al. (2000), M Kalliomaki et.al.(2001), M Kalliomaki et.al.(2003) Promotion of lactose digestion ME Sanders (2000) , P Marteau (2002) , M de Vrese et al. (2001) Regulation of gut mobility(constipation and irritable bowel syndrome) P Marteau et al.(2002), JA Madden et al. (2002) , AS Naidu et al.(1999) , C Koebnick et al. (2001) , T Ogata et al. (1997), M Seki et al.(1978) Protection against gastrointestinal and respiratory tract infections M de Vrese (2002) , K Hatakka (2001) Inflammatory Bowel Diseases (IBS and IBD) P Marteau et al.(2002), JA Madden et al. (2002) ,Nobaek et al.(2000),McFarland et al. 2006, McFarland Dublin 2008, Nikfar et al. 2008 Prevention and treatment of urogenital tract infections M de Vrese (2002), T Kontiokari et al. (2003), G Reid (2001), ME Sanders (2000) Reduction of high cholesterol levels ME Sanders (1999), MC Bertolami et al. (1999), B Richelsen et al. (1996), G Kiessling et al. (2002) Effectiveness against Helicobacter pylori infection LJ Fooks et al. (2002), P Marteau et al.(2002), ME Sanders (1999), M de Vrese et al. (2002) Reducing risk of certain cancers Y Aso et al. (1992,1995) Y Ohashi et al.(2002) 2.2. Probiotics in fermented dairy products: 2.2.1. Yoghurt: The consumption of fermented dairy products containing bacterial cultures has long been related to various beneficial health effects, and probiotic cultures have had a long association with these types of products. Yoghurt defined as the product of milk fermentation by Lactobacillus delbrueckii subsp. bulgaricus and Streptococcus thermophilus, has a long history of beneficial impact on the well-being of humans (Elli et al., 2006) which makes it a suitable carrier of Food Science mcgill logo.jpg probiotic strains. There has been a disagreement in considering classical yoghurt as a probiotic product. This disagreement is raised due to the fact that the starter bacteria of yoghurt do not colonize and live in the gastrointestinal system. These bacteria are called transient which means that they do not remain in the GIT for a sufficient time to show probiotic activities; however, they have some beneficial activities. All Streptococcus thermophilus and most Lactobacillus delbrueckii subsp. bulgaricus have a high ÃŽÂ ²-galactosidase activity thus yoghurt consumption improves lactose digestion in people with lactose intolerance disorder; furthermore, yoghurt has high numbers of live starters (Guarner, Perdigon, Corthier, Salminen, Koletzko Morelli, 2007). For these reasons the National Yoghurt Association (NYA) has published a position statement for probiotics in September 2006 that Live and active yoghurt that contains Lactobacillus delbrueckii subsp. bulgaricus and Streptococ cus thermophilus is probiotic food as it provides a beneficial effect related to lactose digestion.(NYA, 2006 ) 2.2.2. Bio-yoghurt: Food industries have been quick to recognize the huge market potential of probiotic bacteria due to the several health benefits provided by them. Adding probiotics as dietary adjuncts to various foods and beverages such as cereal bars, juices, cheese, chocolates and frozen yoghurts is becoming an attractive option for companies that are interested in healthy products (Champagne, Gardner Roy, 2005b). However, the inclusion of probiotics in fermented dairy products plays a principle role as the best carriers of these microorganisms. This is mainly because of the high consumer acceptance of these foods as being healthy and natural carriers of living bacteria. Currently, dairy products especially yoghurtlike products are the largest part of the probiotic market. Around 30% of the global population buys into the probiotic dairy products regularly. Fermented dairy products promote the healthy image of probiotics for three reasons: Fermented dairy products such as yoghurt already have a positive health image. Consumers are familiar with the fact that fermented products contain viable microorganisms. The image of yoghurtlike products as healthful foods makes the recommendation of daily consumption of probiotics easier. Food Science mcgill logo.jpg In recent years one of the most popular dairy products for the delivery of probiotics is bio-yoghurts. This product contains species of Bifidobacterium most commonly Bifidobacterium bifidum and Lactobacillus acidophilus, Lactobacillus rhamnosus, and Lactobacillus casei among lactobacilli in addition to classical yoghurt culture (Lactobacillus delbrueckii subsp. bulgaricus and Streptococcus thermophilus) (Talwalkar Kailasapathy, 2004).The probiotic bacteria can be added prior to fermentation, simultaneously with the traditional yoghurt cultures, or after fermentation to the cooled product before packaging. 3. Challenges in the development of probiotic yoghurt: In order to exert their health effects, the Intl. Dairy Federation has recommended that the probiotic bacteria should be at a certain level of at least CFU of live microorganisms per millilitre or gram of product at the time of consumption (Chà ¡varri, Mara à ³n, Ares, Ibà ¡ ez, Marzo Villarà ¡n, 2010; Ding Shah, 2007; Organization, 2001; Shah Ravula, 2000; Sultana, Godward, Reynolds, Arumugaswamy, Peiris Kailasapathy, 2000). However, many studies have shown low viability of probiotics in yoghurt. (Table 3) shows some previous reports on the low viability of probiotics in yoghurt. Table 2: Various studies on poor viability of probiotics in yoghurt Low viability of probiotics in yoghurt

Abortion :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Every year in the United States 25% of all pregnancies results in an abortion, this adds up to over a million abortions a year. This clearly illustrates that there is problem of over aborting innocent fetuses in our society. I am a firm believer that abortion should be restricted, to minimize its use. I believe that our current society is using abortion as a form of contraceptive. I believe abortion does have its place, and should not be banned altogether. However I do believe when it is used form of birth control that it is being used incorrectly.   Ã‚  Ã‚  Ã‚  Ã‚  When examining the issue of abortion there are many questions to consider. What if the mother wants the baby, and the father doesn’t? What if the father wants the baby and the mother doesn’t? What if the decision is made to abort the fetus in the first trimester as opposed to the second or third trimesters? What if the mother was impregnated by an act of rape? What if going on with the pregnancy could cause harm to mother? All of these questions raised are touchy issues. All of these questions bring up good points for both sides of this debate.   Ã‚  Ã‚  Ã‚  Ã‚  Many people who are â€Å"pro choice† claim that the mother has a right to privacy, and to deny them the decision to abort is going against this right. They believe that since this decision affects the women’s body, that this should be her private business. I really don’t like this argument. I believe that the right to privacy no longer exists when the decision effects more than the person involved in the decision. When a woman makes the decision to have an abortion it affects many people involved, rather than just the mother. The father is also greatly affected by this decision. The father should have equal say in this decision making process. In any case that the father wants to keep the child, the woman should not have the right to abort. This theory work both ways, if the mother wants to keep on with the pregnancy and the father wants to terminate it, by no means should the mother have to grant the father his wishes. I think John Stuart Mi ll’s harm principle supports my argument. Mill’s principle believes that a person has a right to do whatever they choose as long as they cause no harm, or the potential of harm to others.

Structure in Oedipus Rex Essay -- Oedipus the King Oedipus Rex

Structure in Oedipus Rex  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚   M. H. Abrams says that â€Å"almost all literary theorists since Aristotle have emphasized the importance of structure, conceived in diverse ways, in analyzing a work of literature† (300). The matter of the structure of Sophocles’ Oedipus Rex is a subject of varying interpretation among literary critics, as this essay will reveal.    In â€Å"A Great Translator’s Reflections on Oedipus the King,† Gilbert Murray, professor at Oxford University in England, cites structure as one of the reasons why he chose Oedipus Rex as a work of translation:    On the whole, I can only say that the work of translation has made me feel even more strongly than before the extraordinary grip and reality of the dialogue, the deftness of the construction, and . . . the unbroken crescendo of tragedy from the opening to the close (105). . . . But Sophocles worked by blurring his structural outlines just as he blurs the ends of his verses. In him the traditional divisions are all made less distinct, all worked over the direction of greater naturalness. . . .This was a very great gain. . . .(107)    Murray’s appreciation of the â€Å"crescendo of tragedy† in Oedipus Rex is echoed in the sentiments of another critic: In Oedipus Tyrannus: Tragic Heroism and the Limits of Knowledge, Charles Segal says that the protagonist fares well in the first series of tests, but declines towards his catastrophe in the second series:    The first three tests are, respectively, Oedipus’ meetings with Creon, Teiresias, and then Creon again. In each case he is pursuing the killer as someone whom he assumes is other than himself. . . . The second series begins with Jocasta and continues with the Corinthian messeng... ...Terms, 7th ed. New York: Harcourt Brace College Publishers, 1999.    Murray, Gilbert. â€Å"A Great Translator’s Reflections on Oedipus the King.† In Readings on Sophocles, edited by Don Nardo. San Diego, CA: Greenhaven Press, 1997.    Owen, E. T.   â€Å"Drama in Sophocles’ Oedipus Tyrannus.† In Twentieth Century Interpretations of Oedipus Rex, edited by Michael J. O’Brien. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1968.    Segal, Charles. Oedipus Tyrannus: Tragic Heroism and the Limits of Knowledge. New York: Twayne Publishers, 1993.    Sophocles. Oedipus Rex. Transl. by F. Storr. no pag. http://etext.lib.virginia.edu/etcbin/browse-mixed new?tag=public&images=images/modeng&data=/texts/english/modeng/parsed&part=0&id=SopOedi    Van Nortwick, Thomas.   Oedipus: The Meaning of a Masculine Life. Norman, OK: University of Oklahoma Press, 1998.

A Dissertation Proposal Essay

Chapter One: The Problems and Its Components The problem to be investigated in this study is school climate, considering and comparing teacher perceptions of both the actual and ideal psychological environment in three different African American private schools. The literature indicates that an open climate with lines of communication that are established at all levels, staff freedom, professional interest, and participatory decision making, among other similar factors, will lead to positive teacher attitudes and improved teacher performance. The relationship between teachers’ perceptions of the actual and ideal psychological school environment has not yet been tested for African American private schools. See more: Examples of satire in adventures of huckfinn essay Problem Background As explained by Beachum and McCray (2004), school climate has a significant impact on the attitudes and performance of teachers in that it influences professional growth and development in academic and social terms, influences the ability to handle work pressures, and ultimately can lead to attrition if the climate is not open and does not have adequate lines of communication. The school’s value systems, work pressures, participatory decision making, resource adequacy, growth opportunity, and student support all play a part in the overall climate of the school (Cole-Henderson, 2000). The study of this climate is of critical importance to the well being, positive attitudes, and professional development of the school’s teachers. The current need to provide every child with qualified and committed teachers in the face of a national teacher shortage supports the importance of conducting research on factors influencing teacher attitudes and stressors in the teaching profession, particularly those that might affect burnout and turnover. It is also clear that a healthy school climate–a school with a strong academic emphasis and a principal who has influence with superiors and is willing to use it on behalf of teachers–is conducive to the development of teachers’ beliefs that they can influence student learning and make a difference. It is also clear that work pressures can exert additional stress on a teacher if the school climate is perceived in a negative light. Numerous studies (Harris, 1999; Jamal, 1999; Ma & Macmillan, 1999; MacDonald, 1999; Remy, 1999) have focused on teacher stress. According to Remy, research has shown that 40% of new teachers leave the profession within 5 years. These studies also have shown that approximately half of all teachers leave the profession within the first 7 years because of job-related stress. Because teaching is a stressful occupation (Ma & Macmillan; Remy; Weiss, 1999), teachers often self-select out of the profession. Schools must then scramble to replace these teachers. Remaining faculty and the school district become further strained in the attempt to make up for the shortage. Knowledge of how teachers perceive the current school climate and what teachers think the ideal environment should be would be of invaluable importance. Theoretical Orientation The literature review will focus on both the conceptual framework of the study and the major variables of concern. The conceptual framework will be based on attribution and motivation theory. The major variables of concern are the ideal and actual perceptions of the school climate by teachers. Initially, attribution theory was presented as a theoretical process in the late 1970s and middle 1980s (Frieze, 1976; Weiner, 1979, 1985, 1986). It provided the framework for examining the responses of teachers to such academic outcomes of students as failure or success in the general education classroom. Since that time a number of studies have been conducted that provide empirical support of its principles. According to Graham (1990; 1991), both ability and effort have been identified as the major perceived causes of individual teacher failure or success. In other words, failure can be overcome by effort, while success comes about as a result of personal competence. Teacher ability is comprised of aptitude and learned skills in an academic context. Effort, on the other hand, is the amount of exertion applied to a learning situation. Attribution can be applied in situations in which teachers try to understand their own behavior. It can also be applied when teachers try to assess the classroom performance of students in order to increase their teaching success (Graham, 1990, 1991). When teachers’ expectations are not met, the instructors may resort to any number of actions. They may often be tardy or absent. In fact, attrition is often the end result. The individuals may also withdraw from teaching psychologically–that is, not concentrate, do no more than absolutely necessary, and have no interest or initiative. As a result, the quality of teaching in general may suffer. Vroom (1964) stated that motivation is a product of the anticipated worth that individuals place on a goal and the chances they see of achieving that goal. According to Vroom, three factors influence achievement: force, valence, and expectancy. Force equals valence times expectancy. Force is the strength of the teachers’ motivation while valence is the anticipated satisfaction from the result. Expectancy is the probability of achieving the outcome. The impact of force depends on both valence and expectancy. For example, if teachers show indifference in achieving a goal, the valence becomes zero. Specifically in his expectancy theory, Vroom (1964) suggested the following: Motivation = Perceived Probability of Success (Expectancy) x Connection of Success and Reward (Instrumentality) x Value of Obtaining Goal (Valance, Value).   From this formula it is clear that a high value for one variables of the formula will result in a high motivation value and vice versa. In Vroom’s (1964) view, the three variables must exist for motivation to take place. Thus, when teachers do not think they will be successful at a task or do not value the results of becoming successful in their school or do not perceive a connection between their attitude and the school climate, it is more than likely that they will not apply themselves to the teaching activity. Organizational theory also relates to the proposed investigative study in terms of communication. According to this theory, restrictive and closed climates with closed lines of communication relate to poor teacher performance (Cole-Henderson, 2000). The school system is an organization, and thus communication theory applies. When lines of communication are closed teachers do not communicate with administrators or students, and school management does not communicate with teachers other than giving orders from the top down. Communication only flows from the top down. In such a school system, the perceived motivational climate is negative and achievement goals suffer (Bennett, 2002). Clearly, when there are open lines of communication, there is more interest in teaching and thus knowledge has more meaning. This translates into improved achievement on the part of both the teacher and the student. It is clear to see that school climate has a decided bearing on teachers in a number of different ways. Purpose of the Study The purpose of the study is to evaluate teacher perceptions of the climate of three independent Black private schools in relationship to the actual and ideal climate. Thus, the purpose is three-fold: 1. To determine if teacher perceptions of the actual school climate differs between and among the three African American private schools included in the study. 2. To determine if the teacher’s perceptions of the ideal or preferred school climate differs between and among the three African American private schools included in the study. 3. To determine if there is a correlation among teachers who teach at different levels in the three schools included in the study regarding their perceptions of their school climate. Research Questions The major research question can be stated as follows: â€Å"Is the actual school climate of independent African American private schools adequately meeting the perceptions of its teachers regarding their ideal school climate perceptions?† From this question several sub-questions have been formulated. These may now be listed as follows: 1. Do teacher perceptions of the actual school climate differ between and among the three African American private schools included in the study, as determined by scores on the actual environment answer form of the School Level Environment Questionnaire (SLEQ)? 2. Do teacher perceptions of the ideal or preferred school climate differ between and among the three African American private schools included in the study, as determined by scores on the ideal or preferred environment answer form of the School Level Environment Questionnaire (SLEQ)? 3. Is there a significant correlation among the perceptions of teachers employed in the three schools included in the study in terms of their view of their school climate, as determined from both answer forms of the School Level Environment Questionnaire (SLEQ)? 4. Do the perceptions of teachers differ for those who teach at different student grade levels, as determined by a comparison of results from the School Level Environment Questionnaire for teachers instructing at different levels? Limitations and Delimitation One limitation of the study relates to the fact that the research has no control over the teacher participants’ reliability. It will be assumed, however, that the teachers will answer the survey questionnaire items honestly and to the best of their ability. There is also a certain weakness associated with only the use of a survey questionnaire to obtain data for analysis. Researchers do suggest the use of two or more sources–that is, triangulation – to produce better support data (Babbie, 2003; Creswell, 2003). With respect to delimitations of the study, the data source of this case will be limited to three independent Black private schools located in an urban city. Definitions Several common terms and designations are used uniquely in the proposed study. These are defined as follows: Independent Black private school. This term refers to a school owned by African Americans which is not dependent upon national or local government for financing its operation and is instead operated by tuition charges, gifts, and perhaps the investment yield of an endowment (Mahiri, 1998). School climate. This term refers to the school atmosphere. In restrictive and closed schools, authority emanates from the top down through hierarchical levels. Communication is restrictive and closed. In an open school climate, communication reaches all levels and moves in all directions (Moeller, 2005). School climate perceptions. Teacher views of their school environment will generally influence their motivation to teach, grow professionally, participate in decision making, and handle work pressures. In this study, the term will be operationally defined by scores on the School Level Environment Questionnaire (SLEQ)? Self-concept. Self-concept is considered the most basic and crucial components of personality and can be influenced by environment. Self-concept can become positive in an open school climate; conversely it can become negative in a closed and restrictive school climate. The proposed study views self concept in this context (Branden, 1999). Staff development. For this research project, this term pertains to any activities that attempt to improve the teacher’s ability to implement a new instructional program. Staff development includes an emphasis on attitude, competencies, and knowledge that enhances learning (Sykes, 1996). Teachers’ perceptions. In general, perceptions in the present study pertain to teachers’ thoughts, beliefs, and feelings about professional development training, work pressures, participatory decision making, innovation, staff freedom, student support, professional interest, and affiliation, among other related variables. Their thoughts and beliefs affect their teaching approach and presentation. Teachers are active information processors who affect classroom events as much as they are affected by them (Chance & Costa, 1998). Importance of the Study African American students are not doing as well in school as others and this may be related to their teachers (Tatum, 2006). The findings of this investigative study may provide valuable knowledge about the teachers of these students. Also, other independent schools can use these outcomes to improve their educational programs for teachers and improve teacher productivity. In addition, the implications may insure that the professional and development needs of the teachers are met at school. The proposed study will add to the scholarly research. School reform and restructuring as it relates to professional development of teachers have gained momentum in the United States for the past 2 decades (Sparks, 1997). Meaningful educational reform cannot occur, however, unless teachers are integrally involved in the reform process and unless they have the time and resources to conceptualize the implementation of the changes need in their classrooms. But more research is needed to identify the ways in which the school climate can become more open and conducive to these needs. The significance of the proposed study lay in its ability to add to the database in this respect. The significance of the study and its potential results touches a number of areas and addresses several different audiences. As noted, the findings will add to the scholarly research. For example, understanding factors that influence teacher perceptions of climate in African American private schools can help reveal the underlying logic that influences their motivation, professional development, and perhaps their participation in the decision making processes. Chapter Two: Review of Literature It is important to note that educational researchers have consistently found unequal levels of achievement between African American and Caucasian students (Bankston & Caldas, 1997; Graybill, 1997). Educational specialists such as Hurd (2001) refer to the problem faced by African American students, as the achievement gap and further point out that in today’s school systems less than 60% of African American high school students graduate in 14 years. Joseph (2000) noted that if Caucasian students were dropping out at the same rates as African American students, we would declare a state of crisis in teaching these students. According to Tyson (2002), it is time to require teachers and administrators to address the problem and to consider issues related to achievement motivation among African American students. According to Baldwin, Coney III, and Thomas (1993), the eleven areas of school effectiveness are â€Å"effective instructional leadership, clear and focused mission, safe and orderly environment, positive school climate, high expectations, frequent assessment/monitoring of student achievement, emphasis on basic skills, maximum opportunities for learning, parent community involvement, strong professional development, and teacher involvement in decision-making.† In these areas of school effectiveness, school climate is one of the most important things wherein it has been subject to extensive research. School climate is a term referring to the â€Å"personality of a school,† according to Hoy and Miskel (1982). It is a characteristic of a school which includes the school’s physical structure of its buildings and the interactions between students and teachers. These are the two factors that both affect and help to define the concept of school climate according to Marshall (2004). Les Gallay and Suet-ling Pong (2004), on the other hand, viewed school climate as â€Å"the part of the school environment associated with attitudinal and affective dimensions and the belief systems of the school that influence children’s cognitive, social, and psychological development.† They also cited Ashby and Krug (1998) and Griffith (2000) on what school climate is a how it affect the society. According to Ashby and Krug (1998), school climate is reflected in the social interactions within the classroom and within the school community. According to Griffith (2000), values, attitudes, beliefs and communications are subjective matters; many researches rely on the perceptions of the participants (teachers, students, parents) to measure the effect of school climate. For many years and up to the recent days, the concept on school climate influencing significantly in educational outcomes is still being researched by many researchers. Perceptions on school climate influence many people (e.g. students, teachers, parents) which may also influence the processes and outcomes in a physical, social, and learning environment. Research shows that both teacher and student perceptions of school climate influence student achievement. An early study by Fraser (1989) laid the groundwork for this research. Fraser (1989) studied the effects of classroom environment on student achievement, for example, and found that student outcomes could be improved by creating classroom environments that are conducive to learning. Classroom environments studied by Fraser (1989) used student perceptual data to assess the school environment and reach conclusions. A number of studies have been conducted since the 1980s showing a relationship between students’ perceptions of the school climate in various terms and their achievement in one form or another. In 1995, the study of Bulach, Malone, & Castleman on the investigation of variables related to student achievement showed that there is a significant difference in student achievement between schools with good school climate and schools with poor school climate. On schools with positive school climate, students develop a positive perception on school climate, making them comfortable with the learning environment they are in. On separate studies conducted by Hirase (2000) and Erpelding (1999) on the relationship between school climate and achievement of students, both studies came up with same result that schools with a positive climate had a higher academic achievement as compared to schools with negative climate. Another case presented by Freiberg (1998) showed that the students’ perceptions are important especially during the transition from one school level to another (e.g. elementary to high school). According to him, attending a new school can be frightening for students which could affect their perceptions on the school climate which could consequently affect their learning outcomes or performance. With that, the research showed that having good or positive school climate will result to an easy transition or adaption to the new school environment and a good performance of students may be easily achieved. This chapter will focused more on the theories and studies related to the teachers’ perception on school climate in order to have critical views on it. In addition, this chapter will also present and analyze established studies on the influences made by school climate on teachers’ perceptions and subsequently to the effect of having these perceptions to the assessment and improvement of the students’ performance in school. Conceptual Framework The conceptual framework of the study is related to attribution, motivational, and organizational climate in terms of lines of communication. According to attribution theory, teachers’ perceptions of their school teaching experiences will generally influence their achievement motivation and performance development more than the actual objective of those experiences (Weiner, 1985). School climate is also an important aspect of learning and effective instruction (Freiberg, 1998). When teachers are more empowered, students are able to voice their concerns and learn from the experience. When questions and answers are free flowing, the school climate is open. For example, understanding factors that are influenced by an independent Black school climate such as academic achievement can help reveal the underlying logic that influences teacher motivation and performance (Joseph, 2000). Motivation on the part of teachers is an important aspect of effective instruction (Joseph, 2000). Vroom (1964) defined motivation as a product of the anticipated worth that individuals place on a goal and the chances they see of achieving that goal, as mentioned in Chapter 1. According to him, three factors influence achievement: force, valence, and expectancy. Force is the strength of the teachers’ motivation while valence is the anticipated satisfaction from the result. Expectancy is the probability of achieving the outcome. The impact of force depends on both valence and expectancy. In his view, the three variables must exist for motivation to take place. Thus, when teachers do not think they will be successful at a task or do not value the results of becoming successful in their school or do not perceive a connection between their attitude and the school climate, it is more than likely that they will not apply themselves to the teaching activity. But when teachers are motivated to perform competently in the classroom, they will have more positive attitudes resulting to a positive result to the students. As noted by Banks (2001), school climate can also impact teacher identity. Banks reported that, â€Å"The school climate communicates†¦the school’s attitudes toward a range of issues and problems† (p. 24). School values not in agreement with those of its teachers and a lack of communication and perceptions of shared power and control on the part of administration (teachers and principals), may negatively influence teachers’ attitudes about the school itself and their chances for professional development (Hoy & Woolfolk, 1993). When the climate of the school promotes a harmonious value system that is in agreement school wide, and when high levels of communication exist, teacher attitudes are more positive. Thus it can be seen, as Karpicke and Murphy (1996) have noted, a positive school climate has a great impact on success of both teachers and students alike, significantly encouraging achievement on the part of all. Lynn and Hassan (1999) examined pedagogical practices and beliefs of African American teachers and students at a private middle school in an affluent African American community. Their investigative study provided a portrait of the school and the students in an attempt to raise the critical consciousness of the students. From their observations and interviews, they found the role of alignment between the school mission and teacher beliefs and practices was high. Also, there were shared views about the principles taught regarding the development of moral, intellectual, and spiritual aspects of students. According to attribution theory, teachers’ perceptions of their school climate experiences, whether they be the actual objective of the experience or not, will generally influence their attitudes toward teaching (Weiner, 1985). In other words, teachers try to explain their failure or success by relating (attributing) this to certain school climate characteristics. Weiner (1986) also linked attribution theory to achievement motivation in specific steps. In Weiner’s view, the first step starts with an outcome realization. Deciding whether or not the outcome is negative or positive represents the second step of this sequential process. During the third step, specific information about the outcome is gathered. Next, the search for a cause takes place. This involves a determination as to whether the outcome is the effect of a specific strategy, conscious effort on the part of the student in question (i.e., the doer), or just plain luck. In this way, achievement motivation is explained. McClelland (1985) also linked attribution theory to achievement motivation, but carried the analysis as well as the theoretical orientation a step further. McClelland identified variables or component parts that comprised achievement motivation and subsequently acknowledged some common characteristics. These included (a) concern for personal achievement over concern for external rewards for success, (b) an ability to set obtainable goals, (c) the desire for performance related feedback as opposed to attitudinal feedback, and (d) consistent thinking about ways in which progress can be made which thus increases their achievement levels. Expectancy theory as related to achievement theory is yet another theoretical orientation of the present investigative research. It should be explained that the emotional feelings of achievement and satisfaction are actually determined by each individual. Teachers decide on the degree to which their learning experiences are satisfying by comparing them with their own expectations (Whaley & Smyer, 1998). Aspects of learning that fall short of these expectations can cause discontent. Often teachers compare their perceptions of their school climate to their perceptions of what it should be. If a teacher’s subjective evaluation or perception of ratio of school climate inputs to output (e.g., positive attitudes and satisfaction) is lower than the comparison, the teacher is very likely to be dissatisfied. Expectations and comparisons of perceived worth, however, are subjective, and often biased or even erroneous. Private Schools As the achievement gap grows larger, African American parents have also lost faith in public school education, especially those who have enrolled their children in private schools (Sander, 1997). This is because of some factors such as racial discrimination of the white teachers and white students to black students, low interest of students to go to school for a reason that they develop low self-esteem in school because of diverse ethnicity, and many other more. Black and White parents alike believe that attending private schools would rid their children of such problems as bullying, skipping school, high dropout rates, and would give their children a better chance to higher academic achievement. According to National Center for Education Statistics (2008), there are 28, 384 private schools in the United States now with 6.1 million PK-12 students enrolled. Over 25 percent of the nation’s schools are private schools and about 11% of all students are enrolled in these private schools. On the other hand, the National Center for Education Statistics, which periodically test the grade 4, 8, and 12 students’ skills and knowledge using the National Assessment of Educational Progress (NAEP), showed their analysis on the score of students from private and public schools. Based on their results, students in private schools consistently score well as compared to public students. There are many factors that could affect students’ achievement. Factors may include the type of school the student is enrolled, number of students in a classroom (class size), the efficiency of the teacher teaching the subject, the student’s classmates, and many other more including family and social factors that could hinders students’ achievement (Betts et. al, 2003). However, one of the most influential on students’ achievement is the way the teacher is teaching the subject and the values he/she taught to the students. With this reason, the teachers’ perception on their school climate will greatly influenced the way they will teach the students for their perceptions will determine factors that motivates them to teach such as job satisfaction or secured environment. Attribution Factors in Terms of School Climate A number of attribution factors influencing achievement motivation are identified in the literature and are examined in the research. These include (a) school climate in terms of lines of communication, (b) peer influence, and (c) perceptions of educational experiences. Each has an important influence and is considered to be an important attribution variable influencing achievement motivation. With respect to school climate, perceptions are related to their overall educational experience. Studies have shown that perceptions of school climate affect a wide variety of social and academic success factors, and vice versa. For example, the social environment and climate of the school and the actions within those environments influence students’ perceptions of their own effort and success in school (Kaufman, 2004). Moeller (2005) found that students’ perceptions of school climate and their own sense of responsible behavior are correlated. Studies also found that school climate can be effective in many ways. Researchers found school climate positively affect academic performance/achievement. They also found that it influences the behaviour of a student and the decision to remain in school (Monrad et al., 2008). Similarly, according to Kuperminc et al. (1997), a positive school climate showed association with fewer behavioural and emotional problems for students. Smerdon’s (2002) study, which collected data from a nationally representative sample of high school students, discovered that students who may need perceived school membership and open school climate the most and may benefit most from it perceived lower levels of membership than did their peers. The cultural environment in schools can also contribute to African American students’ poor academic performance. Teachers often comment on the fact that these items give them little chance to help African American students in meaningful ways: (a) they often can only maintain minimal order in the classroom, (b) school violence is on the increase, (c) with curriculum requirements teachers have little time to help student’s to fulfill the requirements of the curriculum, and (d) these students become discouraged and very often drop out of school (Hale-Benson, 1996). Voelkll (1995) examined the influence that participation and creating a warm school environment would have on academic achievement. The study included a nationwide sample of 13,121 eighth graders. The finding showed, â€Å"that there was a direct relationship between warmth in the classroom environment parent involvement in the school and students willingness to participate. It seems that participation in class has a distinct and crucial influence on the relationship between students’ perceptions and achievement† (p. 112). In addition, on the study conducted on school climate in urban environments by Haynes & Comer (1993) showed that a positive school climate and is conscious of cultural differences can significantly improve academic success or performance among the urban students. Hoy and Woolfolk (1993), on the other hand, assessed teachers’ perceptions of the school climate as related to organizational health. Specifically, the researchers examined the relationships between two dimensions of teacher efficacy (general and personal teaching efficacy) and aspects of a healthy school climate as defined in terms of institutional integrity, principal influence, consideration, resource support, morale, and academic emphasis. The sample of the study consisted of 179 teachers from 37 elementary schools in New Jersey (Hoy & Woolfolk, 1993). A modification of the Organizational Health Inventory was administered to the teachers to obtain the data for analysis. The researchers concluded from their data analysis that a healthy school climate (strong academic emphasis and a principal who was able to influence superiors on behalf of teachers) was favorable to the development of teachers’ beliefs that they could influence student learning, â€Å"Thus, teachers’ confidence that they can reach students was supported by organizational factors that help teachers manage and teach students† (p. 355). Studies have shown that a positive school climate is associated with increased job satisfaction for teachers (Taylor and Tashakkori, 1995; Ma & MacMillan, 1999), level of work efficacy, and teacher autonomy. Teachers found satisfied in their jobs have more positive views or perception about school climate as compared to those teachers who were not satisfied (Bahamonde-Gunnell, 2000). While on the research conducted by Hirase (2000), the researcher found out that teachers working in a school with positive school climate have greater sense of work-efficacy. The research conducted by Erpelding (1999) found that there is a strong relationship between teacher autonomy and school climate. Same with the studies of Bempah et al. (1994) and Rosenholz (1989), when teachers feel that they have some power or autonomy and also involves into school-level decision-making, they are less likely to leave. Consequently, when teachers feel powerless and alienated, their efficiency to teach lowers (Ashton & Webb, 1986). With an increased in job satisfaction, work-efficacy, and teacher autonomy, teachers will be able to educate the students with quality education, thus, increasing the students’ performance or success in learning and making the school successful too. To support this favourable development of teachers in positive school climate which can lead to successful school, studies also found that a having a positive school climate is related to indicators of school success such as standardized test scores (Monrad et al., 2008). Chapter Three: Methodology Previous chapters introduced the problem of the study, explained the purpose, provided the theoretical orientation, and reviewed the literature pertinent to the major variables. The purpose of this chapter is to detail the methodology that will be employed to collect and analyze the data. Thus, this chapter presents the design, procedures, and analysis plan for carrying out the study. Research Design The method for this study is based on a non-experimental design that focuses on the use of data collected using scores from the SLEQ in a selected population. Thus, the research approach of the study will be descriptive and will essentially represent a quantitative study. Research provides us with a variety of perspectives from which to see things and a way of empirically analyzing our findings (Rinaldo, 2005). It enables use to see from where we have come, provides us with a description of where we are now, and gives us some semblance of the direction in which we seem headed (Rinaldo). Quantitative and qualitative research is vital part of any investigation. Quantitative research is defined as the collection of numerical and statistical data (O’Neil, 2006). Quantitative research is frequently used to investigate research questions. This research often starts with the collection of statistics, based on data, observations, or surveys. One popular quantitative technique is the survey. Surveys can be administered by telephone, face to face, mail, or more recently by the Internet. Quantitative data is described by O’Neil as data which can be sorted, classified, measured in a strictly objective way. The relationship between these variables is expressed using effect statistics, such as correlations, relative frequencies, or differences between means (Hopkins, 2000). The researcher is a very valuable component throughout the collection of data. According to Glesne and Peshkin (1992), when conducting a quantitative study, the researcher is described as being detached, impartial, objective, and portrayal. The researcher’s purpose is to generalize, predict, and provide causal explanations. There are several approaches the research can use. Some approaches are subject to hypothesis, theories, manipulation and control, experimentation, deductive, and component analysis (Glesne & Peshkin). According to Hopkins (2000), in a descriptive study, subjects are usually measured once and no attempt is made to change behavior or conditions; things are measured as they are. Hopkins stated that the aim in quantitative research is to distinguish the relationship between the independent variable and the dependent variable in a population. Selection of Participants Babbie (2003) indicated that it is appropriate for a researcher to conduct purposeful sampling because of the researcher’s knowledge of the population, its elements, and the nature of the research objectives. In addition, Babbie (2003) suggested that a researcher may want to study a small subset of a larger population in which members of the subset are easily identified. It is for this reason that three African American private schools in one urban area in the United States were selected for inclusion in the study. These will be named A, B, and C to ensure anonymity. Together, the study population total will be 67 teachers instructing preschool through twelfth grade. All will become the target population. Those who agree to participate in the study will become the sample. Their responses will provide data regarding their perception of the climate in their school, both actual and ideal. School A focuses on educating students ages 2-12 and strengthening basic educational components to prepare students to be competitive in a global society. The co-educational school enrolls 121 students in grades prekindergarten to fifth grade and employs 20 teachers. The student to teacher ratio is 9.3:1. All of the students are African American. School B is a Christian school. The co-educational school enrolls 220 students in grades prekindergarten to twelfth grade and employs 26 teachers. The student to teacher ratio is 7.8:1. Ninety-eight percent of the students are African American. School C has built its program around the concept currently known as African-Centered education, a holistic approach based upon the premise that children excel academically and intellectually when the curriculum, teaching methodology, and environment reflect the builders of yesterday and the ideas of the future. The co-educational school enrolls 215 students in grades prekindergarten to eighth grade and employs 21 teachers. The student to teacher ratio is 10:1. Ninety-eight percent of the students are African American. Instrumentation Data used in the proposed study to analyze the perceptions of teachers will be collected through administration of a test instrument, the School Level Environment Questionnaire (SLEQ), as developed by Fisher and Fraser (1990) and published in the Handbook of Tests and Measurement in Education and the Social Sciences (2000). The SLEQ is comprised of 56 items that measure teacher’s perceptions of the psychological environment of a school. As explained by the originators, the SLEQ consists of two answer forms–one that measures the actual environment as perceived by teachers and the second that measures the ideal or preferred school environment. Three different teacher samples assisted in the development of the test instrument (Fraser, 1989). Alpha coefficients ranging from 0.70 to 0.81 were provided as an estimate of the internal consistency of each of the eight subscales. These subscales include student support, affiliation, professional interest, staff freedom, participatory decision making, innovation, research adequacy, and work pressure. Each subscale consists of seven items which, when added together, provide a separate score. The scale development for the SLEQ was derived from the Work Environment Scale (Fraser, 1989). It is divided into three basic dimensions. These include relationship, personal development, and system maintenance and system change dimensions. As reported by Fisher and Fraser (1990), these broad dimensions were used for the development of the SLEQ. Non-participatory decision making (suggesting a closed school climate) is indicated, for example, by such items as â€Å"I have little say in the running of the school† and â€Å"It is very difficult to change anything in this school.† Resource inadequacy is indicated by responses to such items as, â€Å"Tape recorders and cassettes are seldom available when needed† and â€Å"The supply of equipment and resources is inadequate.† Assumptions It will be assumed that all study subjects will answer the survey questions honestly and to the best of their ability. It is also assumed that the students in the three schools where their teachers are being surveyed will be representative of the larger population of African American students attending an independent Black private school. Procedures Data will be collected by the researcher from the teachers at each school at a time selected by the administrators and researcher. The purpose of the study will be presented to the teachers and the questionnaires will be distributed. The researcher will remain until the teachers have completed the questionnaires and will collect the completed forms before leaving the meeting. Those teachers who agree to participate and return completed survey forms will become the sample. All respondents will be asked not to sign their name. In this way this researcher can assure anonymity. Those who wish a copy of the results when the study is completed will be asked to provide an e-mail address to be used for this purpose only. Data Processing and Analysis Data collected from survey questionnaires will be assessed to determine whether teachers’ perceptions of their actual school climate are similar to their perceived ideal school climate. The perceptions will be compared. Teachers’ view of the ideal and actual psychological environment will also be compared across the three African American private schools included in the proposed study. Findings from the analysis of data will be reported as descriptive statistics. These include standard deviations, percentages, mean averages, and others of a similar nature. From this information, implications and conclusions will derive from the teacher perceptions. Findings from schools will be compared to each other and to those in the literature. References *Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287-309. Ashby, Dianne E., and Samuel E. Krug. (1998). â€Å"Understanding and Promoting School Climate and Culture.† Thinking Through the Principalship. New York: Eye on Education Inc. Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman. Atkinson, J. 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