How Cultural Homogeneity Couples With Organizational Climate in Public School Environments

Author

• Steven R. Peterson, Indiana State University

Date of Award

Summer 7-1-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Steven Gruenert

Second Advisor

Ryan Donlan

Third Advisor

Sharon Kruse

Abstract

This quantitative study examines how cultural homogeneity influences teachers’ perceptions of school climate in Indiana public schools. Grounded in systems thinking and organizational theory, the study analyzes how shared values and norms shape teachers’ responses to leadership practices and stakeholder demands. Data were collected from educators using the School Culture Survey and a custom scenario-based climate instrument capturing reactions to organizational challenges. Statistical analyses explored relationships between cultural homogeneity and teachers’ perceptions of stability, workload, and adaptive capacity. Results indicate that alignment in key cultural dimensions—particularly Collaborative Leadership—significantly shapes climate experiences, while overall homogeneity alone does not predict workload pressures. These findings suggest that fostering moderate cultural alignment and targeted leadership practices can enhance adaptive, positive school climates, offering actionable guidance for educational leaders seeking to strengthen teacher engagement, resilience, and organizational effectiveness.

Recommended Citation

Peterson, Steven R., "How Cultural Homogeneity Couples With Organizational Climate in Public School Environments" (2026). All-Inclusive List of Electronic Theses and Dissertations. 3820.
https://scholars.indianastate.edu/etds/3820