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Journal articles on the topic 'School climate and culture'
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Roach, Andrew T., and Thomas R. Kratochwill. "Evaluating School Climate and School Culture." TEACHING Exceptional Children 37, no. 1 (September 2004): 10–17. http://dx.doi.org/10.1177/004005990403700101.
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Dogani, Besa. "SCHOOL CULTURE AND CLIMATE, FACTORS FOR AN EFFECTIVE SCHOOL." Knowledge International Journal 28, no. 3 (December 10, 2018): 757–60. http://dx.doi.org/10.35120/kij2803757b.
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The need for change is particularly expressed in educational organizations. In education, the changes are always associated with the reforms required by the Ministry of Education and Science, and much less often seen as a permanent process that is initiated and continues throughout each school. That is exactly why the school, especially at this time of decentralization, should appear as the initiator of the change. However, it must be noted that in the teaching, non-teaching staff, and in the school leadership, there is resistance to school changes. Hence the idea that resistance to change would be reduced if the director and employees feel the need for change, if they are the initiators of the change or at least participate in the planning and execution of the change. The complexity of the school stems from the everyday relations of a teacher - student, teacher - teacher, and pupil - student. The most frequent occurrence of this is the so-called collision of generations. It practically means a clash of two cultures - climates, an adult culture (teachers), and a culture of youth (students). It all takes place in an environment with its own surrounding called school. This environment and this surrounding are characterized by certain traditions, customs, norms, habits, achieved results, manners of behaviour and communication, religion and so on. All this together with all its complexity, dynamism and openness we call the culture of the school. The word culture has a Latin origin - colare, which means nurturing, developing and embellishing. Culture and climate are interactive states of common characteristics of group influence on the environment. The paradigm of school culture goes hand in hand with the paradigm of inequality and the option of greater autonomy in schools. According to several authors, schools should not be forced to produce quick results, only for the benefit of politicians and for public satisfaction. This means that the educated results should be held accountable by the school principals, not the ministers. This practically means penetration into management, from slow changes to controlled systems (top-down changes), to school support systems (bottom-up changes). It is important to note that each school has its own recognizable culture. The school's culture can be increased in different ways. Basically, it is a content of mutually divided values. Divided values can also be experienced in the form of rituals and repetition ceremonies. This paper aims to show that through the improvement of school culture and school climate, a positive atmosphere of order and discipline, a way of communicating staff, established vision for development will be ensured, and all this towards the construction of an effective and efficient school.
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Abdullah, Mohamad Syarief, Wan Khairul Aiman Wan Mokhtar, and Chasan Ma’ruf. "Pengaruh Budaya Dan Iklim Sekolah Terhadap Efektivitas Sekolah." Thawalib: Jurnal Kependidikan Islam 5, no. 1 (April 5, 2024): 15–28. http://dx.doi.org/10.54150/thawalib.v5i1.302.
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The aim of this research was to determine the influence of culture and school climate, either partially or simultaneously, on the effectiveness of State Elementary Schools in the Sukawangi District, Bekasi Regency. The research was conducted quantitatively with a correlational design. Data collection techniques involved questionnaires administered to a population and sample of 146 teachers. Data analysis included descriptive, linearity, and multicollinearity analyses. Hypothesis testing was conducted using F and t tests. The results of the study indicate that there is a significant influence of school culture on school effectiveness, followed by a significant influence of school climate on school effectiveness, and there is also a significant combined influence of school culture and climate on school performance effectiveness. Conclusion: effective schools are influenced by many aspects, one of which is the culture and climate of the school, which significantly affect school performance effectiveness.
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Astuti, ASTUTI. "PENGEMBANGAN BUDAYA DAN IKLIM SEKOLAH." Adaara: Jurnal Manajemen Pendidikan Islam 6, no. 1 (June 1, 2018): 467–83. http://dx.doi.org/10.35673/ajmpi.v6i1.267.
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Abstrct: This paper discusses the development of school culture and climate. Conducive school climate and culture is characterized by the creation of a safe, comfortable, and orderly learning environment so that learning can take place effectively. Conducive school climate and culture are so important that learners feel happy and positive about their schools, so that teachers feel valued, and that parents and communities feel welcome and engage. This can happen through the creation of positive norms and habits, harmonious relationships and cooperation based on mutual respect. The school climate can basically be put forward as an organizational climate that occurs in a school. School climate is the result of interaction media in school organizations. Keywords: Cultural development and school climate.
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White, Tressa L., and Linda D. Grooms. "A phenomenological study of third culture kids’ perceptions of international school climate over time." American Journal of Education and Learning 8, no. 1 (May 24, 2023): 110–26. http://dx.doi.org/10.55284/ajel.v8i1.918.
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Over the past 20 years, the demand for international schools has increased worldwide, with expectations to sustain this momentum through the next decade. While these schools struggle with many of the same issues as others in the west, the different context in which they exist brings an additional layer that needs more understanding. This interpretative phenomenological study explored the experience of school climate over time through the lenses of third culture kids who attended the school at which they are now employed. Eight employees from one international school in Malaysia were selected and interviewed to explore school climate factors that impacted their lives as students, changes in school climate over time, and ways they now perpetuate that school climate as employees. Three themes emerged as influential factors of change to the school climate over time: (a) community through relationships, (b) school connectedness, and (c) diversity. The scope of the experiences of school climate development over time adds a unique perspective not found in previous literature and provides insight into aspects of school climate that leave a lasting impact on students. International school leaders can also gain insight into the importance of continually assessing school climate and the value of providing opportunities to build community through engaging experiences.
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Knight, David S., and Julia C. Duncheon. "Broadening conceptions of a “college-going culture”: The role of high school climate factors in college enrollment and persistence." Policy Futures in Education 18, no. 2 (July 10, 2019): 314–40. http://dx.doi.org/10.1177/1478210319860987.
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As workforce participation increasingly requires a college degree, ensuring that more students from traditionally underrepresented populations have the opportunity to enter and complete college is an equity imperative. To that end, high school reforms have promoted “college-going cultures” in low-performing high schools through interventions such as rigorous course offerings and college counseling. College access research has focused on issues specific to academics and college-going processes. Yet this research has tended to ignore broader school climate factors such as school safety and extracurricular programming, which may play a critical role in postsecondary opportunity, especially for historically underserved students. The current study applies hierarchical generalized linear modeling to the Educational Longitudinal Study of 2002 to 2006 to examine the role of college-going culture and high school climate characteristics on college enrollment and persistence. We find that while some components of college-going culture are associated with the likelihood of college enrollment and persistence, that relationship is moderated by school climate factors. We conclude that efforts to implement a college-going culture may struggle if extracurricular opportunities, school safety, and overall school climate issues are ignored.
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Moore, Stephanie A., Rebecca Landa, and Gazi Azad. "Organizational Context in General and Special Education: An Exploratory Investigation to Describe the Perspective of School Leaders." Global Implementation Research and Applications 1, no. 4 (October 1, 2021): 233–45. http://dx.doi.org/10.1007/s43477-021-00023-2.
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AbstractOrganizational context (e.g., climate, culture, resources) can impede or enhance implementation of evidence-based practices in general education settings or special education settings serving students with autism spectrum disorder. We examined the relations between organizational context and individual (i.e., implementation leadership, administrator- or service provider-role) or school (i.e., enrollment size, public/nonpublic school type) characteristics. Participants were administrative or service providing leaders (n = 34) from 11 schools in one state on the East Coast of the United States. School leaders’ average ratings of the organizational context were generally more positive for special education than general education; however, greater culture stress was reported for special education. Correlation analyses indicated being an administrator and implementation leadership were positively associated with implementation climate in both education settings. Being an administrator was also positively associated with cultural effort (i.e., how hard people work towards achieving goals) in special education, but negatively associated with culture stress in general education. In special education, nonpublic schools had better climates (both learning and implementation), but more culture stress. Additionally, school enrollment size was negatively related to available resources and implementation climate in special education. Investigating the similarities and differences in organizational context across educational settings is needed in future research.
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Nikolaros, John. "Strategies for Effective School Leadership." Global Journal of Educational Studies 1, no. 1 (May 25, 2015): 45. http://dx.doi.org/10.5296/gjes.v1i1.7557.
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<p>To many, effective leadership is continently appropriate as conscience. The paper identifies strategies that assists schools facilitate a warmer and healthier school environment. The author provides a review of delineated leadership strategies with a narrative for each type. Highlighting different cultures and assumptive impact on school culture and climate is offered.</p>
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Megowanto, Kikis. "Transformational Leadership and Professionalism to Create an Excellent School Culture and Climate." International Journal of Science and Research (IJSR) 12, no. 6 (June 5, 2023): 2693–97. http://dx.doi.org/10.21275/sr23620144407.
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Madarang, Junel. "Culture and Climate of Public Secondary School in Isabela in the New Normal." Studies in Technology and Education 1, no. 2 (August 3, 2023): 71–86. http://dx.doi.org/10.55687/ste.v2i1.33.
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This study described the present status of the climate and school culture of the public secondary schools in Isabela in this new normal as perceived by the school heads and the teacher, and its interaction between the profile of the school administrators, teachers, and the schools. Descriptive-correlational research was used to give information about the extent of practice of the existence of the school culture and climate. The respondents were the 49 school heads and 323 teachers from the four Schools Division Offices in the Province namely Isabela, Cauayan City, Ilagan City, and Santiago City. Results showed that the culture and climate of secondary schools in Isabela has been assessed to be “very good” even in the new normal. Affiliative collegiality. professional collaboration, and self-determination or efficacy as well as the psychological environment of the schools in terms safety, environment, assessment and learning, interpersonal relationship, and leadership and decisions were always observed. However, it has been determined that there is no conclusive evidence linking school SBM levels to their present culture and climate. Meanwhile, the school size was found to have a significant bearing on some aspects. Bigger schools tend to initiate more involvement of teachers and staff in the decision-making process and chances are, staff receives more training on school safety policies and procedures. Contrarily, bigger schools will likely have their students a lesser initiative to be part of the school community and less care on the aspects of grading for assessment and learning. It has also been observed that there are shared vision and mission among all staff members in the schools, however, bigger schools tend give less emphasis about it. More so, they tend to have lesser focus on parents and students' concerns, in sending out regular communication to stakeholders, on how parents and other stakeholders work in the best interests of schools, such as Brigada Eskwela and others. Lastly, they also tend to give less attention on the differences in terms of gender, race, culture and the interpersonal relationship among teachers and students.
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Osias Kit T. Kilag, Felix M. Diano, Marsha H. Malbas, Debra P. Mansueto, Se P. Villar, and John Michael Sasan. "The Role of Servant Leadership in Creating a Positive School Climate." International Journal of Integrative Sciences 2, no. 11 (November 30, 2023): 1773–82. http://dx.doi.org/10.55927/ijis.v2i11.6900.
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This study investigates the role of servant leadership in creating a positive school climate. A quantitative research design was used to examine the relationship between servant leadership and school climate, including the effects of servant leadership on student academic achievement, teacher job satisfaction, and school culture. The study was conducted in several schools in a particular district, and data were collected using a survey questionnaire from 40 teachers and 1000 students. Data were analyzed using descriptive and inferential statistics. The findings suggest that there is a significant positive correlation between servant leadership and teacher job satisfaction (r = 0.55, p < 0.01), school culture (r = 0.62, p < 0.01), and academic achievement (r = 0.45, p < 0.01). The results indicate that servant leadership practices contribute to the development of a positive school climate. The study provides support for the notion that servant leadership is a viable leadership approach in schools that can contribute to the development of a positive school climate
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Ningsih, Dewi, Siti Patimah, Subandi Subandi, and Deden Makbulloh. "Development of School Culture and Climate Based on the Independent Learning Curriculum." El-Idare: Jurnal Manajemen Pendidikan Islam 9, no. 2 (December 13, 2023): 151–55. http://dx.doi.org/10.19109/elidare.v9i2.20044.
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Learning is a profound activity in human life, fostering lifelong knowledge growth. Formal education in schools serves as the primary arena for this learning activity. The curriculum, as a guide for learning, is directed by the Ministry of Education and Culture in Indonesia. This research aims to explore the impact of the Merdeka Belajar curriculum on school culture and climate. Using a qualitative approach and descriptive method, the study analyzes relevant scholarly literature. The findings highlight significant changes in school culture toward a holistic and inclusive approach, accommodating diverse talents and interests of students. The Merdeka Belajar curriculum also influences the school climate by introducing flexibility in subject selection, altering behavioral patterns within it. This research contributes to understanding the impact of the Merdeka Belajar curriculum in transforming the dynamics of school culture and climate in Indonesia.
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Ferráns, Silvia Diazgranados, and Robert Selman. "How Students’ Perceptions of the School Climate Influence Their Choice to Upstand, Bystand, or Join Perpetrators of Bullying." Harvard Educational Review 84, no. 2 (June 13, 2014): 162–87. http://dx.doi.org/10.17763/haer.84.2.h488313410l651mm.
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The authors of this article, Silvia Diazgranados Ferráns and Robert Selman, use an emergent framework to explore how the rules of the school culture at different perceived school climates affect early adolescents’ decisions to upstand, bystand, or join the perpetrators when they witness peer aggression and bullying. Through a grounded theory approach, they revisit interview data from twenty-three eighth graders in four middle schools, with the aim of building on previous research and refining their theoretical framework to guide future research on bullying. The authors identify four school-level indicators that are salient in students’ perceptions of their school climate—safety, order, care, and empowerment—and examine how these indicators combine to configure three types of perceived school climates—negligent, authoritarian, and cohesive. They explore how these perceived school climates influence adolescents’ choice of strategy when they witness bullying in school and document a set of student recommendations about what schools can do to prevent bullying.
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Deltour, Caroline, Dylan Dachet, and Ariane Baye. "Cultural Fit and the Effects of School-wide Positive Behavior Interventions and Supports in High-Need Schools: A Quasi-Experimental Study." Science Insights Education Frontiers 12, no. 1 (June 30, 2022): 1611–42. http://dx.doi.org/10.15354/sief.22.or057.
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School-Wide Positive Behavior Interventions and Supports is a framework that aims to improve school culture and climate, students’ behavior and attendance. As the program is largely spreading, comparative studies showing its efficacy on students’ outside the United States are needed. In addition, there is a need for studies examining SWPBIS effects on school climate from all the stakeholders’ point of view, especially students and parents. Moreover, few researches used comprehensive questionnaires including the three main components of school climate: engagement, safety and environment. The purpose of this study is twofold: investigate the SWPBIS implementation feasibility in a French speaking European country and measure implementation effects on school climate and absenteeism. Using a quasi-experimental design, the current study investigates the impact of SWPBIS implementation in elementary and secondary high-need schools (n intervention schools = 4, n control schools = 5). Findings show positive effects for all stakeholders on different components of school climate. Effects on absenteeism are mixed. Implications and limitations are discussed.
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Deltour, Caroline, Dylan Dachet, Christian Monseur, and Ariane Baye. "Cultural Fit and the Effects of School-wide Positive Behavior Interventions and Supports in High-Need Schools: A Quasi-Experimental Study." Science Insights Education Frontiers 12, no. 1 (June 30, 2022): 1611–42. http://dx.doi.org/10.15354/sief.v12i1.782.
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School-Wide Positive Behavior Interventions and Supports is a framework that aims to improve school culture and climate, students’ behavior and attendance. As the program is largely spreading, comparative studies showing its efficacy on students’ outside the United States are needed. In addition, there is a need for studies examining SWPBIS effects on school climate from all the stakeholders’ point of view, especially students and parents. Moreover, few researches used comprehensive questionnaires including the three main components of school climate: engagement, safety and environment. The purpose of this study is twofold: investigate the SWPBIS implementation feasibility in a French speaking European country and measure implementation effects on school climate and absenteeism. Using a quasi-experimental design, the current study investigates the impact of SWPBIS implementation in elementary and secondary high-need schools (n intervention schools = 4, n control schools = 5). Findings show positive effects for all stakeholders on different components of school climate. Effects on absenteeism are mixed. Implications and limitations are discussed.
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Yli-Panula, Eija, Eila Jeronen, and Sanna Mäki. "School Culture Promoting Sustainability in Student Teachers’ Views." Sustainability 14, no. 12 (June 17, 2022): 7440. http://dx.doi.org/10.3390/su14127440.
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School culture includes values, principles, and criteria. It is an integral part of sustainability education, of which climate change education (CCE) is seen as a way to improve students’ ability to take action to mitigate climate change. This survey aimed to investigate Finnish student teachers’ views of factors important in implementing CCE in school culture and their abilities as teachers to promote CCE. Thirty-six student teachers wrote essays regarding the implementation of school culture and responded to a questionnaire concerning their ability to act as climate change (CC) educators and the challenges they identified in teaching and learning about it. Inductive content analysis was used to study the essays. In student teachers’ answers, six themes to implement in school culture were identified: elements, work community, teacher’s impact, students in the centre, actors outside the school, and challenges. The student teachers highlighted challenges, such as views that deny CC and challenge the transformation of school culture to support sustainable development. The suggested ways to support CCE in daily school life that were very concrete, such as recycling and food education. Student teachers found their own ability to act as climate educators to be relatively good. They identified challenges, especially in motivating students to learn about CC and to participate and take action towards a climate-friendly lifestyle. Students’ conflicting attitudes, values, and beliefs related to CC, reinforced by their inner circle, were seen as challenges in teaching and learning about CC. Despite these challenges, transforming a school culture to support CCE should be the goal of every school.
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Rifma, Rifma, Rusdinal Rusdinal, and Ranti Meizatri. "Vocational High School Culture." Journal of Educational and Learning Studies 1, no. 1 (December 30, 2018): 23. http://dx.doi.org/10.32698/0192.
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School culture becomes one of the determinants formed of students work culture. The lack of attention of school culture has an adverse effect on the character building of students to the low productivity and effectiveness of the school. The aim of the research was to obtain data and information about school culture development in vocational high school. The research employed qualitative research. This research was done in Vocational High School (SMK) Negeri 9 Padang which is one of the favorite vocational high school with all accredited skills program A. Subjects in this research were principal, head majors, teachers, employees, and pupils. Data in this research was collected by using observation, interview, and documentation study. Data were analyzed through three stages: data reduction, data presentation, and conclusion. The results of this study describe the culture of SMK Negeri 9 Padang seen from: (1) behavior; (2) norms; (3) dominant values; (4) philosophy; (5) rules; (6) school climate. The culture has been developing are hospitality culture and work above standard.
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Wassan, Shahid Hussain, Wali Muhammad Channa, and Abul Ala Mukhtar Soomro. "A Correlational Study Examining the Relationship between Restorative Practices and School Climate in Secondary Schools of Kotdiji, Sindh, Pakistan." Sukkur IBA Journal of Educational Sciences and Technologies 1, no. 2 (February 2, 2022): 25–34. http://dx.doi.org/10.30537/sjest.v1i2.1028.
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As we know that the school environment has a dynamic contribution in the growth and development of an individual. For the success of a school, there is a need of operational disciplinary system and constructive climate. Every leader or staff member wants to run his school systematically with a sound discipline while few leaders and staff members use a punishment approach. Recently, a modern technique to subject known as restorative exercise were brought in numerous colleges for the development of faculty and schools, weather and culture. This study took place in selected secondary schools of Kotdiji, Sindh, Pakistan. This study aimed to define the connection between restorative practices and school climate from the school staff members of selected schools. This article also describes the application of restorative practice in schools, and focused on positive behavior intervention support. A quantitative correlational study was conducted for the determination of restorative practice and its relationship with school climate. Findings suggested that there is a positive relationship among restorative practices, faculty and school environment.
Keywords. Restorative Practices, School discipline, School Climate
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Hoffman, James, Dennis Sabo, James Bliss, and Wayne K. Hoy. "Building a Culture of Trust." Journal of School Leadership 4, no. 5 (September 1994): 484–501. http://dx.doi.org/10.1177/105268469400400503.
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Important aspects of faculty trust and school climate are identified and examined in this empirical study of middle schools. In general, openness in interpersonal relationships promotes trust among teachers, and interpersonal trust seems to foster openness in organizational relationships. The openness-trust relationship, however, is more complex than it seems at first blush, and the results of this research explain some of the subtleties of the relationship and suggest some strategies for developing a culture of trust in middle schools.
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Yildiz, Nadire Gulcin. "School Counselors’ Leadership Role in Creating a Collaborative School Climate for Linguistically Diverse Students." Journal of Education and Learning 10, no. 6 (October 11, 2021): 7. http://dx.doi.org/10.5539/jel.v10n6p7.
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School systems are increasingly diverse communities, with a broadening diversity of students and staff alike. School counselors play a critical role in creating a welcoming school climate within the school community. As a catalyst for change within the school system, school counselors can create an effective community partnership culture for schools and families that is collaborative and welcoming for all. This article will discuss the importance of creating a collaborative school climate for linguistically diverse students (LDS) in order to promote their overall well-being and school achievement. With this objective in mind, a review of the literature on school counselor’s leadership role within the school community will be discussed, before embarking on an investigation into the effectiveness of counselors as agents of systemic change in facilitating engagement. A discussion of school counselors’ role in creating a welcoming school climate towards LDS within the school and school community could pave the way for a more positive organizational culture. Using a systemic approach, which aims to generate greater understanding and awareness, school counselors have the power to play a critical role in the transformation of the school system, especially for students from diverse backgrounds (Aydin, 2011; McCall-Perez, 2000; Schwallie-Giddis, Anstrom, Sanchez, Sardi, & Granato, 2004).
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Junaid Rafiq and Dr. Fariha Gul. "Impact Of Instructional Leadership On School Culture And Climate For School Improvement." MAIRAJ 1, no. 1 (February 27, 2023): 26–36. http://dx.doi.org/10.58760/mairaj.v1i1.4.
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Numerous initiatives have been arranged to advance the educational quality in every country to be reliable and applicable to globalization. By accomplishing these objectives, educational principals as school heads are a notable individual in leading change. To activate educational change usage, educational principals require to implement instructional leadership that can positively affect the advancement of the quality teaching learning process and conducive learning environment, which is the backbone of school excellence. Perceiving this requirement, policymakers profoundly focus on the requirement for instructional leadership practices among educational leaders to understand the effective plan of their particular nation's education. The function of instructional leadership is still significant and applicable in school improvement in the 21st century concerning stabilizing the nation's educational quality. The school principal can work as instructional leaders who organize the learning environment for student improvement. In that respect, recent research and conversation to explore instructional leadership practices to improve school culture and climate change are essential for school excellence.
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Jovanovic, Aleksandra. "ŠKOLSKA KLIMA I PREVENCIJA VRŠNjAČKIH KONFLIKATA." Zbornik radova, no. 21 (December 2019): 61–76. http://dx.doi.org/10.46793/zbradova21.061j.
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School climate and students’ interpersonal relations are mutually conditioned and linked. By preventing peer conflicts in school, climate in which culture of peace prevails and students are taught to be socially responsible is created. Peer mediation and student activism are a means of preventive work of school with the aim of developing positive interpersonal relations. With theoretical analysis of research and authors’ views, we take into consideration the significance of these methods of preventing peer conflicts with which social and emotional competences develop, that is, we take into consideration the significance of preventive work of school with the aim of developing positive interpersonal relations. The role of school is to encourage students’ cooperation and compromise, that is, peer mediation and activism.
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Glover, Derek, and Marianne Coleman. "School culture, climate and ethos: interchangeable or distinctive concepts?" Journal of In-service Education 31, no. 2 (June 1, 2005): 251–72. http://dx.doi.org/10.1080/13674580500200359.
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Widianto, Widianto, and Fitri Mutmainnah. "Penguatan Nilai Toleransi Melalui Budaya Sekolah Di SMK Plus 2 Mei." Jurnal Multidisiplin Madani 2, no. 1 (January 30, 2022): 267–76. http://dx.doi.org/10.54259/mudima.v2i1.360.
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Tolerant behavior fluctuates, which can have a negative impact so we need to be careful. This is because the impact that appears is detrimental. As one of the nation's moral builders, education is responsible for shaping tolerant behavior through school culture. This study aims to determine the characteristics of school culture and strengthening the value of tolerance through school culture. This research is a qualitative research using a phenomenological approach. Data collection techniques using observation, interviews, and documentation. The research sample consisted of principals, vice principals, teachers, and students. The school culture at Vocational High School Plus 2 May strengthens the value of tolerance through a positive climate, where schools pay attention to several things including the availability and arrangement of facilities and infrastructure, school values are used as standards of action, and shared assumptions from school members.
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Syafaruddin, Syafaruddin, Salim Salim, and Zulfikar Pasaribu. "School Climate in Improving Conducive Learning Quality in MIN 2 Sibolga." Al-Ta lim Journal 27, no. 3 (December 30, 2020): 236–49. http://dx.doi.org/10.15548/jt.v27i3.623.
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School climate is “heart” and “breath” in a school. It relates to all interaction components among school members from culture, social until the harmonization of the learning environment which affects the output quality. This study discusses the school climate in increasing learning quality in MIN (State Islamic Primary School) 2 Sibolga. The scope of the study focused on how to produce a school climate and its role in improving learning quality in MIN 2 Sibolga. This study applied the qualitative approach and school activities as the object of the study, such as daily routine, programmed activities, and self-development activities. The result of the study showed that a “conducive” school climate was created well in MIN 2 Sibolga, it could be seen from (1) creating a conducive learning climate, (2) managing school environment, (3) developing school psychologic-cultural routines, and (4) improving “discipline” culture for school members. However, there were some obstacles, such as inadequate infrastructure, low teacher competence, less financing, less student development, and lack of training for the teachers.
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Barnes, Kalie, Susette Brynard, and Corene de Wet. "The influence of school culture and school climate on violence in schools of the Eastern Cape Province." South African Journal of Education 32, no. 1 (January 27, 2012): 69–82. http://dx.doi.org/10.15700/saje.v32n1a495.
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Mulyadi, Ganjar, and Niko Sudibjo. "The Effect of School Culture, School Climate, and Transformational Leadership on Teachers’ Commitment." Advanced Science Letters 24, no. 11 (November 1, 2018): 7970–73. http://dx.doi.org/10.1166/asl.2018.12468.
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Hennessey, Alexandra, Sarah MacQuarrie, Kirsty Pert, Charlotte Bagnall, and Garry Squires. "Embedding a whole school culture for supporting teacher and pupil wellbeing: A Well Schools case study example." Psychology of Education Review 47, no. 2 (2023): 22–28. http://dx.doi.org/10.53841/bpsper.2023.47.2.22.
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Supporting wellbeing within education settings is vital. The Well Schools whole school approach to supporting teacher and pupil wellbeing provides a framework that supports planning and engagement where each school has the space to advocate for a bespoke and tailored approach that meets the needs of their school community. We report on a secondary school, as a case study example, that adopted Well Schools in 2020 and set out how valuing a whole school culture, providing good leadership and embedding wellbeing support into the vision and ethos of the school can aid the successful implementation of Well Schools that fuel transformative change. This article offers reflections on approaches for achieving a whole school approach to wellbeing, provide examples of what works well and explores how a culture of wellbeing can provide a climate for staff, pupils and their communities to thrive.
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Jukić, Dinko. "The role of teacher and organizational culture in school management." Strategic Management, no. 00 (2022): 7. http://dx.doi.org/10.5937/straman2200009j.
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The paper discusses and analyses the importance of employees in the context of school management. The construct of organizational culture is observed using an interdisciplinary approach from the aspect of management, marketing, and educational sciences. The role of the employee as a key arbiter of organizational culture and promoter of the organization itself is discussed. The levels of school culture, its specifics, and functions in the context of a non-profit organization are presented. The role of employees is analysed from two aspects, the creation of corporate identity and the aspect of strengthening employee beliefs, and self-image, and emphasizes its importance for creating the identity of the organization, organizational culture, and climate. The analysis of the literature raised questions about the importance of employees in creating an organizational culture, but also in creating a corporate image and identity. Different approaches to the function of organizational culture, levels of school culture and types of school climate, school identity, and the role of management are considered. The place of employee satisfaction, employee identity and the creation of organizational culture are critically observed, and suggestions are given on how to improve school management. The concluding part emphasizes that employees are the most important resource of any organization and that satisfied employees create an open and positive organizational climate, create the identity of the organization, and provide better service.
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Hebib, Emina, and Vesna Zunic-Pavlovic. "School climate and school culture: A framework for creating school as a safe and stimulating environment for learning and development." Zbornik Instituta za pedagoska istrazivanja 50, no. 1 (2018): 113–34. http://dx.doi.org/10.2298/zipi1801113h.
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School, as an educational institution, represents an important context for the development of children and young people. It is therefore necessary to shape it as a safe and stimulating environment for student learning and development. This paper offers a definition of the concept of school as a safe and stimulating environment for student learning and development, based on a review of academic and scholarly papers from a variety of disciplines and areas of practice. The content and meaning of the concept of school safety have been considered from the physical and psychological aspects, while the concept of school as a stimulating learning environment has been specified in terms of four dimensions - the physical, psychological, social and cognitive school environment. It is pointed out that these concepts and the phenomena they denote tend to be interpreted and analysed as the components or dimensions of broader concepts, namely, school climate and school culture. One section of the paper is therefore devoted to explaining these concepts, as well as considering their interrelationship and the importance of creating a positive and stimulating school climate and culture for institutional practice. The conclusion further emphasises that creating school as a safe and stimulating environment for student learning and development, as well as creating positive and supportive school climate and culture, is an extremely complex process that entails changes in the content and structure of the school institution as a whole.
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MacNeil, Angus J., Doris L. Prater, and Steve Busch. "The effects of school culture and climate on student achievement." International Journal of Leadership in Education 12, no. 1 (January 2009): 73–84. http://dx.doi.org/10.1080/13603120701576241.
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Wahyu Pratomo, Herdianto. "The Effect of Organizational Culture and School Climate on the Quality of Education Services and Their Implications on the Quality of the Graduates." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 1 (January 31, 2020): 54–60. http://dx.doi.org/10.33258/birle.v3i1.752.
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This study was conducted in Islamic Junior High school (MTs) throughout sub-district of Kadipaten, Majalengka, with a focus of research on aspects of organizational culture, school climate, quality of education services, and quality of graduates. This study aims at descriptively analyzing the organizational culture, school climate, quality of education services, and quality of graduate students. Moreover, it also aims at verily analyzing the effect of organizational culture and school climate on the quality of education services in Islamic Junior High school (MTs) throughout sub-district of Kadipaten, Majalengka, both partially and simultaneously, and the effect of the quality of educational services on the quality of graduates. The research method used is descriptive and verification survey methods. Data collection is carried out primarily and secondarily. The sampling method used is proportional sampling using the Slovin formula. The analysis technique used is path analysis. The results of this study indicated that the organizational culture was categorized as good, yet there were still weaknesses in the aspect of the teachers' aggressiveness. The school climate was considered good, yet there were still weaknesses in the aspect of the institutional environment. The quality of education services was quite good, yet there were still weaknesses in the aspect of responsiveness. The quality of graduates was categorized as good, yet there were still weaknesses in the aspects of affective abilities. The results of the verification study showed the organizational culture and school climate had a positive and significant effect on the quality of education services, as well as the quality of education services had a positive and significant effect on the quality of student graduates.
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Fitriah, Fitriah. "The Relationship Between the Principal’s Supervision and Work Climate with the School’s Organizational Performance." PPSDP International Journal of Education 2, no. 1 (March 21, 2023): 89–95. http://dx.doi.org/10.59175/pijed.v2i1.71.
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The goal of this study is to examine how the supervision and workplace culture of the principal affect the effectiveness of school organizations. Quantitative correlational methods are used in the study methodology. 120 instructors from the 4 public high schools in the Kayuagung District made up the research sample, which was chosen at random. According to the study’s findings, work environment and organizational performance at schools are strongly correlated with the supervision of school principals. By planning, carrying out, and assessing educational activities at these institutions, school principals can improve the performance of school organizations. The performance of school organizations might also alter depending on the climate of the school. Performance can be impacted by a positive school environment. The findings of this study have ramifications for initiatives aimed at enhancing school organizational performance through elements like work environment and principal supervisory effectiveness.
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Crawford, Charles, and Ronald Burns. "School Culture, Racial Composition, and Preventing Violence: Evaluating Punitive and Supportive Responses to Improving Safety." Social Sciences 11, no. 7 (June 23, 2022): 270. http://dx.doi.org/10.3390/socsci11070270.
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Research on the impact of school climate and culture on campus violence has yielded some promising responses for improving school safety. Evaluations of school policies and practices have shown that strict discipline and enforcement may have negative consequences and a disparate impact on students of color. Using a sample of 2092 respondents from the 2015–2016 School Survey on Crime and Safety from the Department of Education, the present research assessed the effectiveness of supportive programs and the impact of punitive responses to school violence within predominantly minority schools. Results from this study found that there were more statistically significant supportive policies that were associated with reductions in serious violence and disciplinary actions in predominately minority schools as compared to predominately white schools. Policy and research implications are discussed.
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Novitasari, Eka Dian, Ahmad Yusuf Sobri, and Juharyanto Juharyanto. "The Influence Of Climate And Organizational Culture On Teacher Performance In Public Junior High Schools In Batu City." International Education Trend Issues 1, no. 3 (December 22, 2023): 531–45. http://dx.doi.org/10.56442/ieti.v1i3.345.
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The purpose of this study was to determine the organizational climate and organizational culture on teacher performance. This research uses a Quantitative approach. The research subjects were teachers at the State Junior High School in Batu City. Data collection in this study used a questionnaire with a Likert scale of 1-5. The population in this study were all teachers at the State Junior High School in Batu City. While the sample in this study amounted to 302 respondents using saturated samples. There are four tests in this study, namely descriptive analysis test, data validity and reliability test, prerequisite analysis test, and the last data hypothesis testing. Based on the results of the study, there is an organizational climate Path coefficient value of 0.119, meaning that the organizational climate has a direct influence on teacher performance. Then the organizational culture Path coefficient value of 0.436 means that the organizational climate directly contributes to the influence on teacher performance. Thus, it can be concluded that organizational climate and culture affect teacher performance. The better the climate and organizational culture in the Batu City State Junior High School, the more teacher performance will also increase.
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Aguayo, David, and Lisa M. Dorner. "Assessing Spanish-speaking immigrant parents’ perceptions of climate at a New Language Immersion School: A critical analysis using “Thinking with Theory”." education policy analysis archives 25 (November 6, 2017): 112. http://dx.doi.org/10.14507/epaa.25.2862.
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Parent involvement in schools is often developed through one-way, deficit-oriented relationships, where information flows from schools to families and parents are perceived to lack some capacity or knowledge. However, little is known about the conditions facing Spanish-speaking families at Spanish language immersion schools, which presumably might employ fewer deficit perspectives due to the language and culture focus of their educational model. In turn, this study asked: How does school climate discourse shape Spanish-speaking parents’ abilities to engage at a Spanish immersion elementary school (SIES)? Do parents enact relational power at SIES, and if so, how? Data analysis centered on school climate surveys completed by 19 Spanish-speaking mothers. Framed by Ecologies of Parental Engagement (EPE) and Foucault’s concepts of power, the study ultimately examined not only parent perceptions, but also the research project and its own deficit-driven norms. Findings include: While parents reported trusting the school and teachers, many felt discouraged in SIES’s climate. Some blamed their level of involvement on their own (lack of) language or ability. Analyses also explore how the language immersion school and design of the research project—despite good intentions—were not bridging the gap between hegemonic English-speaking society and Spanish-speaking families. The discussion then considers the implications for school climate, parent engagement policies, and research at diverse multilingual schools.
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Argadinata, Hasan. "Corrective Culture and Organizational Climate as Determiners of Teachers Motivation in Schools." International Research-Based Education Journal 4, no. 1 (January 25, 2022): 43. http://dx.doi.org/10.17977/um043v4i1p43-55.
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Organizational climate has a rich, but largely unattainable, role in organizational development and increasing work motivation. Researchers looked at problems arising from different cultures and climates affecting management and motivation levels among teacher performance. This study examines the influence of climate and organizational culture on the motivation level of teachers who work in schools with the help of various previous research results compiled into the results of a literature review. In particular, organizational climate factors understand the environment, teamwork, management efficiency, participation, assessment and recognition, competence and commitment. These factors have been found to influence motivation and are considered to be multidimensional constructs. The results showed that most teachers carrying out their duties and functions have high work motivation if they are familiar with the culture and organizational climate deeply and for a long time.
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Bass, Lisa, and Kendrick Alston. "Black Masculine Caring and the Dilemma faced by Black Male Leaders." Journal of School Leadership 28, no. 6 (November 2018): 772–87. http://dx.doi.org/10.1177/105268461802800604.
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The status of Black males in schools and society continues to be concerning, as Black males appear to fall behind other groups in almost every arena, particularly educationally, socially, and professionally. Yet despite their social standing, Black male administrators are often placed in, and have taken on, the charge to serve in high need schools where they oversee the education of Black males and other disadvantaged students. Therefore, there are many Black male students who have Black male administrators. This places them in a position to make a difference in lives of the Black male students and the other students they serve from less privileged backgrounds. This conceptual article discusses the professional challenges faced by Black male leaders and how they choose to lead schools despite these challenges. Tenants of the Black Masculine Caring (BMC) framework are introduced which illuminate ways in which Black male administrators practice interpersonal and institutional care, and how the way they care for students impacts school culture and climate. This article contributes to the literature on school leadership, as all school leaders, regardless of their race, or the race of their students, are expected to maintain positive school cultures and climates in which students are emotionally supported (Blankstein, 2004; Murphy and Torre, 2014). Implications for educational administrators are discussed.
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Ahmad, Aprizal, and Kiki Elfi Lestari. "The Influence of Organizational Culture on the Performance of Madrasah Tsanawiyah Teachers in the City of Padang." Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) 9, no. 2 (December 31, 2021): 139–52. http://dx.doi.org/10.15642/jpai.2021.9.2.139-152.
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This study aims to determine and describe the influence of organizational culture on the performance of Madrasah teachers in Padang City. An open organizational climate is a healthy climate and is highly coveted by teachers. The condition of the school organizational climate is still not good if there are still frequent conflicts between teachers and miscommunication between teachers and principals, employees with teachers, and employees with principals, so that the organizational climate of this school needs to be researched in the hope of improving the existing climate in the school. schools and can improve teacher performance better. Teacher performance is the most important input in the implementation of education. A person's performance is influenced by several direct and indirect factors. Direct factors that affect a person's performance such as individual, organizational, and psychological factors. Teacher performance as a set of teacher abilities to carry out their duties and functions as well as their responsibilities to improve student learning achievement. Based on the results of research and data analysis, it can be concluded that organizational culture significantly influences the performance of madrasa teachers. The low achievement and learning outcomes of madrasah students are caused by the low performance of madrasah teachers and is still below the minimum standard. This is because the average teacher performance in planning, implementing, and evaluating learning is still below the minimum performance standard.
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Farina, Katie A. "Promoting a Culture of Bullying: Understanding the Role of School Climate and School Sector." Journal of School Choice 13, no. 1 (October 9, 2018): 94–120. http://dx.doi.org/10.1080/15582159.2018.1526615.
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Nelly, Nelly. "KONSEP PEMBUDAYAAN KARAKTER RELIGIUS DI SEKOLAH (STUDI TENTANG UPAYA MEMBANGUN IKLIM SEKOLAH YANG KONDUSIF)." Jurnal Bilqolam Pendidikan Islam 3, no. 2 (December 31, 2021): 1–14. http://dx.doi.org/10.51672/jbpi.v3i2.63.
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This paper is aimed at examining conceptually the efforts to build conducive school climate based on religious character culture. Conducive school climate is a condition and atmosphere of school climate with all supporting components both human resources and existing facilities to provide safety and convenient experience for all school residents with various activities both material and spiritual. Building conducive school climate is a maximum effort for school residents to create a harmonious education and learning climate actualized in the form of a safety feeling, convenient, family climate as a supporting factor for the process of learning activities, which is effective, efficient, and productive. Building a conducive school climate can be realized through the effort to create safety feeling, comfortable and beautifully. It is an environmental condition providing school atmosphere with high effectiveness. Meanwhile, the religious characters becoming the foundation of conducive school climate are faith, devotion, honesty, modeling, democratic atmosphere, care, openness, togetherness, safety, orderly, cleanness, politeness, beauty, and health
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Ihsan, Mahlil Nurul, Nurwadjah Ahmad, Aan Hasanah, and Andewi Suhartini. "Islamic Boarding School Culture Climate in Forming The Religious Attitude of Islamic Students in Modern and Agrobusiness Islamic Boarding Schools." Nazhruna: Jurnal Pendidikan Islam 4, no. 2 (July 25, 2021): 362–82. http://dx.doi.org/10.31538/nzh.v4i2.1492.
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The purpose of this study is to explain the Islamic Boarding School's cultural climate in shaping the religious attitudes of Islamic students at the modern Islamic Boarding School Al-Aqsho, Sumedang Regency, and Al-Ittifaq agribusiness Islamic Boarding School, Bandung Regency. The problem of this research begins with moral decadence and the decline in Islamic students' religious attitudes due to the influence of negative associations from outside the Islamic Boarding School and the lack of strengthening of the Islamic Boarding School's cultural climate. This study uses a qualitative field approach using descriptive analysis research methods with interview data collection techniques, documentation, and field observations. The results of this study indicate that the cultural climate of the modern Islamic Boarding School Al-Aqsho emphasizes the cultural climate of the modern system, while the Al-Ittifaq Islamic Boarding School in Bandung Regency emphasizes. Social culture, society, and agribusiness. Religious attitudes at the modern Islamic Boarding School Al-Aqsho are shown by the attitude of Islamic students who are obedient to worship, Islamic students who have moderate, balanced, open, and leadership attitudes, while the religious attitudes of Islamic students at Al-Ittifaq Islamic Boarding School display religious attitudes Islamic student who is socialist, hardworking, productive, useful and loves nature.
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Yuli Lestari, Ni Wayan, Ferdinandus Nanduq, and Komang Trisnadewi. "POTENSI KULTUR SEKOLAH DALAM PENGINTEGRASIAN KONTEN PENDIDIKAN MULTIKULTURAL DI SEKOLAH MENEGAH ATAS NEGERI 3 DENPASAR." Guna Widya: Jurnal Pendidikan Hindu 10, no. 1 (March 1, 2023): 66–76. http://dx.doi.org/10.25078/gw.v10i1.2202.
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Multicultural education is an education that respects the differences of various cultural groups. At SMA Negeri 3 Denpasar there are various students. Therefore, multicultural education is important to implement. This is because there are still various cases of violence and bullying that occur, especially in SMA Negeri 3 Denpasar. So it is important for schools to apply the values of multicultural education to strengthen school culture. The problems discussed in this study are (1) How is the potential form of school culture in integrating multicultural education content at SMA Negeri 3 Denpasar, (2) How is the empowerment of school culture potential in integrating multicultural education content at SMA Negeri 3 Denpasar. The theory used in this research is the theory of multicultural education and the theory of social learning. Data collection methods used are non-participant observation, structured interviews, literature study and document study. The data that has been obtained were analyzed by qualitative descriptive analysis method.
The results showed that (1) The potential form of school culture in integrating multicultural education content at SMA Negeri 3 Denpasar can be seen in the school climate, intellectual climate, rules and policies, traditions and routines, school organizational structure, effective partnering and character norms. (2) Empowering the potential of school culture in integrating multicultural educational content at SMA Negeri 3 Denpasar can be done by means of communication interactions, creating a clean and conducive environment, making extracurricular activities, making competition activities, providing classrooms and libraries as places for learning and reading, providing warnings or sanctions for students who violate school rules, carrying out prayers, mutual cooperation activities and providing trash bins, holding the election of the student council president and class apparatus and holding committee meetings, obeying norms and mutual respect and respect among school members.
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Sroinam, Somkid. "The administrative factors affecting school effectiveness of municipal schools in Udon Thani Province." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 1 (May 8, 2018): 24–31. http://dx.doi.org/10.18844/prosoc.v5i1.3378.
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School effectiveness is a main goal of all schools because it means organisational success that must be achieved. This study explored the level of the administrative factors and school effectiveness including investigated administrative factors effecting the management of school effectiveness. The 5-level rating scale questionnaire was applied for collecting data from 217 teachers in municipal schools in Udon Thani province, Thailand. The descriptive statistics, Pearson product-moment correlation coefficient and stepwise multiple regression analysis were used for data analysis. The research findings indicated that the school culture, technology, school climate and budgeting were the best predictors. This may lead to policy of developing the school administration to achieve the school goals.
Keywords: School effectiveness, school factor, municipal schools.
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Ruslan, Ruslan, Saparuddin Saparuddin, Husnaeni Husnaeni, and Muhammad Alqadri Burga. "The Influence of Teacher’s Personality Competence, Curriculum, and School Climate on Student’s Morals." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 7, no. 2 (April 5, 2023): 2011–23. http://dx.doi.org/10.31004/obsesi.v7i2.3920.
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Modernization is a threat that can co-opt Islamic boarding schools from moral development to a formalistic orientation. The purpose of this study was to analyze the influence of teacher’s personality competencies, the curriculum, and the climate of Islamic boarding school on the students’ morals both partially and simultaneously. This type of research is a survey with a quantitative approach. The population of this study was 234 students, with 70 samples selected using the Yamane formula. Data collection methods using questionnaires and documentation. Data analysis using descriptive statistical and inferential statistical analysis techniques. The results showed that the teacher's personality competence, the curriculum, and climate of the Islamic boarding school had a positive and significant effect both partially and simultaneously on the students’ morals. This research has implications for the need for all members of Islamic boarding schools to be synergistically responsible for creating a conducive boarding school climate and culture. This conduciveness will develop moral values through various educational programs, especially curriculum and teacher competence developments.
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Tamrin, Agusti G., Mochamad Bruri Triyono, Ida Nugroho Saputro, Taufiq Lilo Adi Sucipto, and Lise Asnur. "Enhancing creative teaching behaviour of vocational school teachers: structural equation modelling analysis." Journal of Education and Learning (EduLearn) 19, no. 1 (February 2, 2025): 221–31. http://dx.doi.org/10.11591/edulearn.v19i1.21812.
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Creative teaching behavior (CTB) is an innovative and creative teaching approach that is relevant in facing the dynamics of vocational education, which continues to develop, especially to produce creative students. Many studies examine the important role of CTB. However, limited information still discusses how to improve CTB by involving important factors such as creative climate, school support, and creative teaching self-efficacy. This study involved 400 teachers from 25 vocational high schools in civil engineering in Central Java Province, and data analysis using the structural equation modelling (SEM) (Smart-PLS) method. The study results revealed that CTB was proven to be influenced positively and significantly by school support and creative teaching self-efficacy. Also, creative teaching self-efficacy partially mediates the effect of creative climate and school support on CTB. The results of this study provide important implications for vocational school teachers to develop creative teaching skills in schools. Building a creative culture in schools, proactive school support and increasing teacher self-confidence are essential steps in creating a dynamic and innovative learning environment in vocational schools.
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Davis, Rosemary A., Gwendolyn J. Horton, Dwan V. Robinson, and Susan K. Johnsen. "Hidden in Plain Sight: The Culture of Excellent Black High Schools in the Era of Jim Crow." Gifted Child Today 47, no. 1 (November 24, 2023): 14–39. http://dx.doi.org/10.1177/10762175231205907.
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This article describes the cultural characteristics of four elite African American high schools, initiated prior to Brown v. Board of Education, that produced outstanding graduates. Positive school culture characteristics examined were leadership, faculty, curriculum and instruction, student qualities, the environment, and internal and external relationships. The authors posed questions investigating how educators and alumni of Gary, Indiana’s Theodore Roosevelt High School viewed the characteristics of its culture and how the culture compared to other elite African American high schools in the extant literature. Using surveys, archival information, and the research literature, the authors collected information describing the high school’s distinctive features. Comparing the results of Rooseveltwith the other exemplary high school cultures of Dunbar, Sumner, and Terrell, they reported these insights about their cultural characteristics: (a) high caliber and sustained leadership of individuals who cultivated positive school environments and created institutions that were a distinctive blend of school and community; (b) highly educated and qualified faculty members; (c) a rigorous and challenging curriculum emphasizing the preparation of students for higher education; (d) students who exhibited a strong sense of self-esteem, self-efficacy, and a rejection of the concept of inferiority; (e) a family-like environment that was welcoming, inclusive, and receptive to individuals from varied backgrounds that fostered a strong sense of pride and efficacy; and (f) a family climate experienced by internal and external stakeholders that created a sense of belonging and place.
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Hoy, Wayne K. "Organizational Climate and Culture: A Conceptual Analysis of the School Workplace." Journal of Educational and Psychological Consultation 1, no. 2 (June 1990): 149–68. http://dx.doi.org/10.1207/s1532768xjepc0102_4.
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Maher, Anthony J., Hayley Fitzgerald, and Joanne McVeigh. "Factors influencing the culture of special school physical education: A Gramscian critique." European Physical Education Review 26, no. 4 (March 4, 2020): 954–69. http://dx.doi.org/10.1177/1356336x20901337.
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Physical education (PE) research has largely been preoccupied with mainstream (regular) schools. This article reports on part of a larger research project that centralises special school PE. In particular, Gramsci’s conceptualisations of hegemony, power and ideology are utilised to help shed light on the key factors that shape the culture of special school PE. A number of key themes were constructed from twelve interviews with special school senior leaders and PE teachers including, ‘economic climate: budgetary constraints’, ‘access to appropriate facilities and learning spaces’ and ‘pressures from Office for Standards in Education, Children’s Services and Skills (Ofsted) and senior management team’. These findings demonstrate how particular historical and contemporary factors contribute to the positioning of PE in special schools. The status and value of PE in these settings is sometimes considered less favourably than other areas of the curriculum or indeed mainstream PE. In spite of this, staff tasked with delivering special school PE had the desire and creativity to offer engaging experiences. In concluding we note that issues concerning economic constraints, limited space to deliver PE and pressures associated with Ofsted can be found in many mainstream schools too. However, honing in on the particular circumstances within special schools broadens insight about PE in contemporary schools.
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Gampang Saiful Hada and Erna Zumrotun Erna. "Analisis Penerapan Budaya Sekolah 5S (Senyum, Salam Sapa, Sopan, Santun) Dalam Membangun Karakter di Sekolah Dasar." JANACITTA 7, no. 1 (March 31, 2024): 63–71. http://dx.doi.org/10.35473/jnct.v7i1.3055.
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This research is based on the urgency of strengthening the 5S school culture (Smile, Greeting, Greeting, Polite and Courtesy) as a concrete step to strengthen student character in schools. Essentially, school culture is a reflection of moral and ethical values in building a humanist, personalized, and cultured educational climate as mandated by the main objectives of education in elementary schools. The 5S School Culture as core values becomes the basis of students' personalities in carrying out noble values that are familiarized at school. Therefore, the internalization of Smile, Greeting, Greeting, Polite and Courtesy is the basis for building student character that must be grown from an early age, especially in elementary school education, one of which is at SD Negeri 3 Sekuro. Based on this, this study aims to understand and analyze how the 5S culture is applied in the school environment in shaping student character and creating a positive learning environment. This research uses qualitative methods with descriptive research design. The results of this study indicate that the 5s school culture provides a basis and systematic guidance in realizing students with character and noble character as a representative of the personality of good elementary school students. Through continuity in familiarizing the 5 S culture (Smile, Greeting, Greeting, Polite, Polite), it will gradually form an educational climate with personality and culture as one of the strategic instruments that contribute to realizing the education of students. Abstrak Penelitian ini didasarkan pada urgensi penguatan budaya sekolah 5S (Senyum, Salam, Sapa, Sopan dan Santun) sebagai langkah konkret penguatan karakter siswa di Sekolah. Esensinya bahwa, budaya sekolah menjadi cerminan nilai moral dan etika dalam membangun iklim Pendidikan yang humanis, berkepribadian, dan berbudaya sebagai amanat tujuan utama Pendidikan di Sekolah Dasar. Budaya Sekolah 5S sebagai core values menjadi dasar kepribadian siswa dalam menjalankan nilai-nilai luhur yang di biasakan di Sekolah. Oleh karena itu internalisasi Senyum, Salam, Sapa, Sopan dan Santun adalah dasar membangun karakter siswa yang harus ditumbuhkan sedari dini, terlebih di Pendidikan sekolah dasar, salah satunya di SD Negeri 3 Sekuro. Berdasarkan hal tersebut, Penelitian ini bertujuan untuk memahami dan menganalisis bagaimana budaya 5S diterapkan di lingkungan sekolah dalam membentuk karakter siswa dan menciptakan lingkungan belajar yang positif. Penelitian ini menggunakan metode kualitatif dengan design penelitan deskriptif. Hasil Penelitian ini menunjukkan bahwa budaya sekolah 5S memberikan dasar dan panduan sistematis dalam mewujudkan siswa yang berkarakter dan berbudi pekerti luhur sebagai representative kepribadian siswa Sekolah Dasar yang baik. Melalui kontinuitas dalam membiasakan budaya 5S (Senyum, Salam, Sapa, Sopan, Santun), secara berangsur akan membentuk iklim Pendidikan yang berkepribadian dan berbudaya sebagai salah satu instrument strategis yang berkontibusi dalam mewujudkan Pendidikan berkulitas di SD Negeri 3 Sekuro Jepara.