Journal articles: 'School climate'

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Jain, Sonia, Alison K. Cohen, Kevin Huang, Thomas L. Hanson, and Gregory Austin. "Inequalities in school climate in California." Journal of Educational Administration 53, no. 2 (April 13, 2015): 237–61. http://dx.doi.org/10.1108/jea-07-2013-0075.

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Purpose – School climate, or the physical and social conditions of the learning environment, has implications for academic achievement. The paper aims to discuss this issue. Design/methodology/approach – The authors examine how school climate varies by school-level characteristics in California using administrative data and the California School Climate Survey. Findings – Teachers/staff at secondary schools, schools in large cities, schools that serve low-income populations, Hispanic- and black-majority schools, and/or low-performing schools reported less positive school climates, including staff/student relationships, norms and standards, student facilitative behaviors, and perceived safety, than their counterparts, paralleling other education inequity trends. Originality/value – The authors encourage educators and school leaders to use data-driven and evidence-based strategies to overcome systematic inequities in positive school climate in order to create social contexts that nurture students’ academic progress and teacher retention particularly in historically under-resourced schools.

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Berkowitz, Ruth, Hagit Glickman, Rami Benbenishty, Elisheva Ben-Artzi, Tal Raz, Nurit Lipshtat, and Ron Avi Astor. "Compensating, Mediating, and Moderating Effects of School Climate on Academic Achievement Gaps in Israel." Teachers College Record: The Voice of Scholarship in Education 117, no. 7 (July 2015): 1–34. http://dx.doi.org/10.1177/016146811511700703.

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Background It is widely agreed among educational researchers and practitioners that schools with positive climates can effectively mitigate the influence of students’ and schools’ socioeconomic status (SES) on academic achievement. Nevertheless, the exact mechanisms by which this occurs are unclear. Objective This study aimed to fill that gap, examining student perceptions of school climate, student academic achievement, and student and school SES in Israel to develop a reliable and comprehensive assessment of the role of school climate in the relationship between student and school SES and achievement. Specifically, the study tested whether school climate has an additive contribution to academics beyond students’ and schools’ SES (compensation model), whether the school's SES influences its social climate, which in turn influences academic achievement (mediation model); or whether the relationship between SES and academics changes across schools with different climates (moderation model). Research Design Secondary analysis of a large-scale, nationally representative sample of fifth- and eighth-grade Hebrew-speaking students in public schools in Israel (N = 53,946). Data Analysis Hierarchical linear modeling (HLM) was used to examine models with variables both on the student and the school levels. Linear regressions were used to examine student level and school level only models. Results School climate had an additive compensation contribution to academic achievements, both on the student and the school levels. School climate moderated the relationship between students’ SES and academic achievements. However, findings did not support the hypothesis that school climate mediated the relationship between SES background and academic achievement, both at the student and school levels. Conclusions School climate plays an important role in accounting for achievements, beyond students’ and schools’ SES. Results highlight the need to improve school climate, especially in schools serving communities of low SES, to enhance social mobility and equality of opportunity.

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ÖZGENEL, Mustafa. "An Organizational Factor Predicting School Effectiveness: School Climate." International Journal of Psychology and Educational Studies 7, no. 1 (January 30, 2020): 38–50. http://dx.doi.org/10.17220/ijpes.2020.01.004.

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OZGENEL, Mustafa, Filiz CALISKAN YILMAZ,, and Feyza BAYDAR. "School Climate as a Predictor of Secondary School Students’ School Attachment." Eurasian Journal of Educational Research 18, no. 78 (November 29, 2018): 1–30. http://dx.doi.org/10.14689/ejer.2018.78.5.

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VanLone, Janet, Jennifer Freeman, Tamika LaSalle, Lola Gordon, Tiffany Polk, and Jesslynn Rocha Neves. "A Practical Guide to Improving School Climate in High Schools." Intervention in School and Clinic 55, no. 1 (March 18, 2019): 39–45. http://dx.doi.org/10.1177/1053451219832988.

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Research focusing on school climate has shown that healthy, safe, and positive school environments are associated with improved psychological, social, behavioral, and academic outcomes for secondary students. For this reason, it is important for schools to understand how to improve perceptions of school climate through effective, evidence-based interventions. Despite the importance of school climate, secondary schools continue to struggle to implement evidence-based interventions that may improve school climate in these settings. The purpose of this guide is to provide a practical step-by-step guide for improving school climates in high schools within a multitiered system of support (MTSS) framework, specifically focusing on how to use the critical features of MTSS (i.e., outcomes, data, practices, systems) to support effective implementation.

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Chirkina, T. A., and T. E. Khavenson. "School Climate." Russian Education & Society 60, no. 2 (February 2018): 133–60. http://dx.doi.org/10.1080/10609393.2018.1451189.

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Ali, Wahab, Hakim Ullah, and Muhammad Ayaz. "Impact of School Climate on Teachers’ Workplace Organizational Deviant Behavior at High and Higher Secondary School Level." Summer 2022 2, no. 3 (September 30, 2022): 1–14. http://dx.doi.org/10.54183/jssr.v2i3.37.

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This study aimed to investigate the impact of school climate on teachers’ workplace organizational deviant behavior. The main objectives of the study were to analyze the impact of principal behavior, teachers’ behavior towards their colleagues, school safety and school resources on teachers’ workplace organizational deviant behavior. The study was descriptive in nature. The population of this study consisted of all the teachers of government high and higher secondary boys’ schools of district Nowshera, Peshawar and Mardan. Using simple random sampling technique, 367 teachers were selected as a sample size from both urban and rural areas of the three sampled districts. Self-designed structured questionnaires were used to collect data from teachers about school climate and organizational deviant behavior of teachers. Confirmatory factor analysis technique was used and all the 5 variables were correlated with one another. Using structural equation model by AMOs, 4 null hypotheses were tested and all the null hypotheses were rejected. Data analysis revealed that school climate had significant impact on teachers’ workplace organizational deviant behavior. In general, it was concluded that those schools where school climate was positive and improved, there teachers’ behavior was less deviant. On contrary, teachers’ behavior was more deviant in those schools where climate of the school was adverse and negative. Moreover, climate of urban schools was improved as compared to climates of rural schools and teachers’ behavior was less deviant in urban schools as compared to teachers’ behavior in rural schools. Less experienced teachers were less deviant as compared to more experienced teachers. It was recommended that school climate should be improved which would minimize organizational deviance of teachers.

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Lijun, Luo, Chen Bing, Chen Shijian, and Zhao Yufang. "ASSOCIATION BETWEEN AUTHORITATIVE SCHOOL CLIMATE AND SCHOOL BULLYING: MODERATION BY SCHOOL BELONGING." Yaroslavl Pedagogical Bulletin 112, no. 1 (2020): 164–70. http://dx.doi.org/10.20323/1813-145x-2020-1-112-164-170.

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Pallas, Aaron M. "School Climate in American High Schools." Teachers College Record: The Voice of Scholarship in Education 89, no. 4 (June 1988): 541–54. http://dx.doi.org/10.1177/016146818808900405.

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Samuelson, Anne, Leslie Lytle, Keryn Pasch, Kian Farbakhsh, Stacey Moe, and John Ronald Sirard. "The Physical Activity Climate in Minnesota Middle and High Schools." Journal of Physical Activity and Health 7, no. 6 (November 2010): 811–17. http://dx.doi.org/10.1123/jpah.7.6.811.

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Background:This article describes policies, practices, and facilities that form the physical activity climate in Minneapolis/St. Paul, Minnesota metro area middle and high schools and examines how the physical activity climate varies by school characteristics, including public/private, school location and grade level.Methods:Surveys examining school physical activity practices, policies and environment were administered to principals and physical education department heads from 115 middle and high schools participating in the Transdisciplinary Research on Energetics and Cancer-Identifying Determinants of Eating and Activity (TREC-IDEA) study.Results:While some supportive practices were highly prevalent in the schools studied (such as prohibiting substitution of other classes for physical education); other practices were less common (such as providing opportunity for intramural (noncompetitive) sports). Public schools vs. private schools and schools with a larger school enrollment were more likely to have a school climate supportive of physical activity.Conclusions:Although schools reported elements of positive physical activity climates, discrepancies exist by school characteristics. Of note, public schools were more than twice as likely as private schools to have supportive physical activity environments. Establishing more consistent physical activity expectations and funding at the state and national level is necessary to increase regular school physical activity.

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Şahin, Fatih. "Relationship between teachers' philosophical beliefs about education and their perceptions of school climate." Pegem Eğitim ve Öğretim Dergisi 10, no. 3 (July 14, 2020): 635–54. http://dx.doi.org/10.14527/pegegog.2020.021.

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This study investigated the relationship between teachers' educational beliefs and their perceptions about school climate. The study was designed as a correlational survey model. The sample included 357 teachers working in the central districts of Van province in 2019-2020 academic year. "Educational Beliefs Scale" and "School Climate Scale" were used as data collection tools. Correlational and regression analyses were carried out to explore the relationships among the study variables. According to the results, teachers' beliefs about contemporary philosophical approaches were strong. In terms of teachers' perceptions of school climate, all scores were close to each other, but higher scores were found in directive and supportive school climates. Results concerning the relationship between education beliefs and school climate showed that teachers having progressivist and existentialist education beliefs saw their schools as more supportive and directive while teachers having a reconstructionist educational philosophy perceived their schools as more directive and restrictive. Teachers adopting a perennialist educational belief interestingly described their schools as more supportive, directive and intimate. As expected, teachers who follow essentialist beliefs in education regarded their schools as more restrictive in terms of climate. The results of the study indicated that teachers' philosophical beliefs about education were, although at a low level, a significant predictor of their perception of school climate.

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Sun, Letao, and Kenneth D. Royal. "School Climate in American Secondary Schools: A Psychometric Examination of PISA 2009 School Climate Scale." Journal of Curriculum and Teaching 6, no. 2 (August 21, 2017): 6. http://dx.doi.org/10.5430/jct.v6n2p6.

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The purpose of this study was to examine the quality of the Program for International Student Assessment (PISA)2009 school climate survey instrument and evaluate perceptions of secondary school principals' located in the UnitedStates about school climate using an Item Response Theory (IRT) methodological approach. In particular, this studysought to determine if the instrument’s items are of sufficient psychometric quality to effectively measure schools'climate status in the United States. Collectively, results indicate the School Climate Assessment (SCA) scale is ofsufficient psychometric quality to effectively measure schools' climate status in the United States. However, there areareas for which the instrument can be improved. Recommendations for improvement are provided.

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Buckman, David G., Nathan W. J. Hand, and Arvin Johnson. "Improving High School Graduation Through School Climate." NASSP Bulletin 105, no. 1 (February 8, 2021): 5–24. http://dx.doi.org/10.1177/0192636521993212.

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The purpose of this study was to contribute to the body of literature regarding decisions school leaders make when developing strategic plans to improve student outcomes. This study investigated whether there is a significant relationship between school climate and graduation rates for public high schools in the state of Georgia when controlling for potential covariates. Using an ordinary least squares multiple regression procedure, this study found a positive school climate increased high school graduation rates ( b = .164, p ≤ .01).

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Magoma, Phyllis M., Teresa Mwoma, and Esther Waithaka. "Relationship between School Climate and Early Years Teachers Professional Identity in Kenya." Randwick International of Education and Linguistics Science Journal 2, no. 3 (September 30, 2021): 489–98. http://dx.doi.org/10.47175/rielsj.v2i3.319.

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This mixed methods research examined the relationship between school climate and early year’s teachers’ professional identity. Using a sample of 220 teachers in 44 schools, the researcher established that early years teachers’ professional identity was weak and school climate had an effect on the teachers’ professional identity. This article’s findings confirmed that among school climate variables safety in school, high teacher-pupil ratio, lack of adequate physical facilities, teachers not involved in decision making, poor working environment, heavy work load and lack of enough teaching-learning materials, as having a negative impact on the teachers professional identity. Lastly, in order to boost EYET (Early Years Education Teachers) professional identity, provision of positive climates in schools was found to be imperative.

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Mahabbati, Aini, and Wening Prabawati. "School connectedness, school climate and emotional and behaviour disorders in students: Examining relationships." Cypriot Journal of Educational Sciences 17, no. 5 (May 30, 2022): 1774–90. http://dx.doi.org/10.18844/cjes.v17i5.7304.

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Students with emotional and behaviour disorders (EBDs) have challenging school connectedness experiences related to their social, behaviour and academic problems. They need accommodative school climate. Therefore, it is necessary to know the relationship between variations in EBDs, school connectedness and school climate. This was a survey research on students with EBDs (N = 60) from 14 inclusive elementary schools. Questionnaires about EBD types, school connectedness and school climate were filled out by teachers as data. The data analysis technique used was descriptive statistics with product–moment correlation test. The results indicate that EBDs have a medium significant negative correlation with school connectedness (−0.591) and school climate (−0.521). School climate has a positive correlation with school connectedness (0.438). This study suggests positive school climate improvement to increase school connectedness of students with EBDs, because it can affect the reduction of problem behaviour. Keywords: Student, emotional disorder, behaviour disorders, school connectedness, school climate, inclusive schools;

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Pérez-Gualdrón, Leyla, and Janet E. Helms. "A Longitudinal Model of School Climate, Social Justice Orientation, and Academic Outcomes among Latina/o Students." Teachers College Record: The Voice of Scholarship in Education 119, no. 10 (October 2017): 1–38. http://dx.doi.org/10.1177/016146811711901001.

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Background Social justice orientation (SJO) is the motivation to promote justice and equity among all in society. Researchers argue that students of Color with high SJO can resist structural racism in their schools/society and have positive academic outcomes. Purpose In the present study, a longitudinal model of cultural and environmental predictors (i.e., school relational climate, school language climate, Spanish language background, and English proficiency) and civic/educational outcomes (i.e., community engagement, grades, school engagement, school dropout) of SJO among Latina/o youths was developed and tested. Participants The study was conducted with a subsample of Latinas/os taken from the National Education Longitudinal Study of 1988. Participants were enrolled in eighth grade (N = 1,472), sampled from different schools and regions in the U.S., and followed through three waves of data collection from 8th through 12th grade. Research Design A longitudinal, correlational design was used to explore the association among the constructs studied. Data Collection and Analysis Secondary data analyses were conducted. Structural equation modeling techniques were used to analyze the data. Results Early school relational climate (8th grade) was a positive predictor of SJO, which in turn predicted more community and school engagement, higher grades, and decreased likelihood of dropping out of school (12th grade) via personal agency. In addition, school language climate and language skills predicted a greater sense of personal agency, which in turn predicted higher grades and a decreased likelihood of dropping out. Conclusions The results of the present study underscore the importance of strengths-based and cultural approaches in education in a sample of Latina/o students. Specifically, close attention should be paid to school cultural climate variables in which positive relational climates and cultural language climates are addressed in schools. The integration of sociopolitical context, critical consciousness, and SJO may be key factors in improving the educational and counseling experiences of Latina/o youths.

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Bear, George G., Chunyan Yang, and Elizabeth Pasipanodya. "Assessing School Climate." Journal of Psychoeducational Assessment 33, no. 2 (September 9, 2014): 115–29. http://dx.doi.org/10.1177/0734282914545748.

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Barnová, Silvia, Silvia Treľová, Slávka Krásna, Eleonóra Beňová, Lívia Hasajová, and Gabriela Gabrhelová. "Leadership Styles, Organizational Climate, and School Climate Openness from the Perspective of Slovak Vocational School Teachers." Societies 12, no. 6 (December 17, 2022): 192. http://dx.doi.org/10.3390/soc12060192.

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The aim of the proposed study is to present the partial results of a research study on the organizational climate in vocational schools as perceived by teachers. Special attention is paid to the applied leadership style by school leaders, and the existence of associations between school leaders’ and teachers’ behaviour in schools. Organizational climate was measured by the standardized OCDQ-RS adapted to the conditions of the Slovak educational environment on the sample of 474 vocational schoolteachers. The scale measures five dimensions: Supportive principal behaviour; Directive principal behaviour; Engaged teacher behaviour; Frustrated teacher behaviour; and Intimate teacher behaviour, allowing for calculation of the Index of school climate openness, which is an indicator of the quality of the organizational climate. The obtained results confirmed the existence of associations between teacher and principal behaviour and school climate openness. It can be assumed that the applied leadership style in an institution can affect the quality of interpersonal relationships and teacher behaviour both in positive and negative directions. Therefore, it is important to pay attention to building favourable organizational climate in schools, which represents a challenge for school leaders and educational systems that should provide school leaders with sufficient learning opportunities in the field of school leadership.

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Montoya, Alicia L., and Neil L. Brown. "School Climate in the Middle School." Middle School Research Selected Studies 14, no. 1 (January 1989): 7–18. http://dx.doi.org/10.1080/08851700.1989.11670297.

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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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Burušić, Josip. "The perceived school climate in Croatian elementary schools with poor, average and good school’s learning environment." Management 24 (May 29, 2019): 1–15. http://dx.doi.org/10.30924/mjcmi.24.si.1.

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The cross-sectional research design was used to investigate differences in teachers’ perception of school climate in schools with poor, average and good school’s learning environment, and to explore to what degree is possible to explain six school climate dimensions by school’s learning environment, some teacher’s characteristics and teaching practice experience. Participants in the study were 785 teachers from 44 primary schools in northern part of Croatia, 121 males and 579 females. Participants rated school climate in school where they teach and in addition provided information about various school’s learning environment. Schools which teachers perceived as having good school’s learning environment clearly differ in the level of school climate quality - school climate is significantly better in schools with better school’s learning environment. The performed hierarchical regression analyses, demonstrated in addition, how school’s learning environment and characteristics of teachers and teaching practice (e.g. gender, age, work experience and education level) are powerful predictors of (positive) school climate. In this paper, we provide possible explanation and stress importance on school climate as an essential concept in school effectiveness concerns and activities.

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Çalık, Temel, Türker Kurt, and Cemal Çalık. "School climate in creating safe school: A conceptual analysis." Pegem Eğitim ve Öğretim Dergisi 1, no. 4 (December 1, 2011): 73–84. http://dx.doi.org/10.14527/c1s4m8.

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In this study, they have been dealt with safe school and school climate concept as an important factor to improvement of safe school. When the researches and projects aimed at preventing violence at schools and creating a safe school environment are examined, the short term projects and precautions directly related to violence do not present the desired results, and in addition, they cause some negative consequences in school environment. In this respect, it is indicated that violence prevention projects and programs need to pervade the school's and education programs' every part, and to be handled using a more general approach. School climate is one of the most prominent concepts, in this sense. In this research, first of all, safe school concept was defined and information was given about research and other studies related to safe school subject. Afterwards, school climate concept was introduced and it was examined how school climate affect creating safe schools. It was determined that studies carried out to create safe school environment should handle school holistically, support students goodness at school, ensure students to have positive behavior, and be long term. Also, prevention activities should integrate all areas, primarily teaching-learning process, of school life. It is stated that, in this respect, the most related and mostly emphasized concept is school climate. Therefore, it can be asserted that the prior condition of a safe school is making school climate more positive.

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Manla, Vilma H. "School Climate: Its Impact on Teachers’ Commitment and School Performance." Journal of World Englishes and Educational Practices 3, no. 2 (2021): 21–35. http://dx.doi.org/10.32996/jweep.2021.3.2.3.

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The aims of this study were to determine the perceptions of school climate, teachers’ commitment and school performance held by principals, teachers and parents and the relationship among these variables. Thirty elementary schools of the third congressional district of Bohol consisting of 200 teachers, 30 principals and 60 parents who were randomly sampled took part in the study. The teachers and parents completed two survey instruments: Organizational Health Inventory for elementary schools (OHI-E) from Hoy and Tarter to examine school climate and Organizational Commitment Questionnaire (OCQ)from Celep to test teachers’ commitment, while the principals were made to answer an additional questionnaire that solicits data regarding the school performance. With the school as the unit of analysis, the OHI-E outlined and measured five elements related to school climate (teacher affiliation, institutional integrity, collegial leadership, resource influence and academic influence). Those five were the independent variables used for the study. The dependent variables were the teachers’ commitment with regard to the commitment to school, teaching profession, pupils and work group; and school performance measured by graduation, retention, promotion, participation, repetition, failure, drop-out rates and the National Achievement Test Result. Data were analyzed using frequency count and simple percentage calculation. Weighted mean score was used to assess the level of school climate, teachers’ commitment and school performance. Furthermore, parametric test like Pearson Product-Moment Correlation (rxy) was used to determine the degree of relationship between school climate and the teachers’ commitment; while Spearman Rank Correlation (rs) was used to determine the relationship of school climate and school performance. Results indicated that school climate is related to teachers’ commitment and school performance. These findings have significant implications for the implementation of change in schools, motivation, productivity, well-being, and learner achievement.

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Day, Jack K., Amaya Perez-Brumer, and Stephen T. Russell. "Safe Schools? Transgender Youth’s School Experiences and Perceptions of School Climate." Journal of Youth and Adolescence 47, no. 8 (June 1, 2018): 1731–42. http://dx.doi.org/10.1007/s10964-018-0866-x.

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Waasdorp, Tracy Evian, Sarah Lindstrom Johnson, Kathan D. Shukla, and Catherine P. Bradshaw. "Measuring School Climate: Invariance across Middle and High School Students." Children & Schools 42, no. 1 (December 18, 2019): 53–62. http://dx.doi.org/10.1093/cs/cdz026.

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Abstract Positive school climate has been consistently associated with many desirable student outcomes in both middle and high schools. However, there has been little work comparing the perceptions across these two school settings. The U.S. Department of Education conceptualized a three-factor model for school climate consisting of safety, engagement, and environment. Drawing on data from 29,720 middle and 34,950 high school students, the fit of the three-factor model was examined for measurement invariance, to explore whether the measure functioned similarly across both middle and high schools. The results indicated measurement invariance, which suggests that practitioners and researchers can confidently compare findings across middle and high schools to inform local decision making related to school-based programming. A series of multilevel analyses also explored the extent to which perceptions of school climate differed for middle and high school students; these results generally indicated that middle school students perceived the school more favorably than high school students. Implications of these findings for social workers are considered.

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Johnson, William L., and Annabel M. Johnson. "Assessing Perceptions of School Climate among Jordanian Students in English-Speaking Schools." Psychological Reports 84, no. 2 (April 1999): 395–97. http://dx.doi.org/10.2466/pr0.1999.84.2.395.

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The study assessed the perceptions of school climate among 183 students at the Amman Baccalaureate School and the New English School in Amman, Jordan. Findings indicate that these students' largest perceived discrepancies between present and desired school climates are related to opportunities for providing input into school processes and decisions and to issues of trust and caring.

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Romero, Claudia, and Gabriela Krichesky. "Interactive leadership in turbulent school climates. An exploratory study of high school principals from the City of Buenos Aires." Educational Management Administration & Leadership 46, no. 2 (July 21, 2017): 339–54. http://dx.doi.org/10.1177/1741143217720456.

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School leadership has been identified as a key function to assuring quality in education. Principals’ leadership can have a direct effect on students’ learning by improving teaching, or an indirect effect by creating conditions that foster learning. This exploratory study aims to understand how school principals exercise their leadership and its relation with the learning climate of their schools. We analyzed two dimensions: principals’ agendas and school climate perception, using the questionnaire provided by the TALIS examination, in a sample of 82 principals from secondary schools in the City of Buenos Aires. Administrative and leadership tasks and meetings occupy first place in the agenda of the principals from our sample. However, principals devote almost half of their time to interactions with non-teacher members of the school community. This suggests the preponderance of an “ interactive leadership”, which appears as a response towards “turbulent school climates”. Nevertheless, it is precisely the instructional role of principals that can effectively improve learning conditions by operating on the academic dimension of school climate. This requires training policies and professional development opportunities that improve the instructional role of school leaders so that they can develop a more proactive leadership.

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Dorio, Nicole B., Kelly N. Clark, Michelle K. Demaray, and Elyse M. Doll. "School Climate Counts: A Longitudinal Analysis of School Climate and Middle School Bullying Behaviors." International Journal of Bullying Prevention 2, no. 4 (September 2, 2019): 292–308. http://dx.doi.org/10.1007/s42380-019-00038-2.

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Rock, Wendy D., Theodore P. Remley, and Lillian M. Range. "Principal-Counselor Collaboration and School Climate." NASSP Bulletin 101, no. 1 (March 2017): 23–35. http://dx.doi.org/10.1177/0192636517698037.

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Examining whether principal-counselor collaboration and school climate were related, researchers sent 4,193 surveys to high school counselors in the United States and received 419 responses. As principal-counselor collaboration increased, there were increases in counselors viewing the principal as supportive, the teachers as regarding one another with respect, the school community as having high yet achievable standards, and decreases in schools being vulnerable to outside influences such as vocal parents and community groups. Principal-counselor collaboration was significantly correlated to four dimensions of school climate.

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Pandia, Weny Savitry Sembiring, and Margaretha Purwanti. "Teachers' perceptions of school climate in inclusive schools." Psikohumaniora: Jurnal Penelitian Psikologi 4, no. 1 (April 30, 2019): 27. http://dx.doi.org/10.21580/pjpp.v4i1.3357.

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Teachers are important figures in forming the school climate, including in inclusive schools. Their perception will influence the learning process and indirectly affect students’ achievements. This study aimed to identify teachers’ perceptions of school climate in inclusive schools. Mixed method was used in this study. Quantitatively, questionnaires were given to 127 teachers from 2 inclusive vocational schools and 4 inclusive high schools in Jakarta, Bandung, and Surakarta, using accidental sampling technique. In each class, there were 2 – 3 students with special needs, which encompassed different types of disability such as physically disabled, low vision, slow learner, Attention Deficit Hyperactivity Disorder (ADHD) and autism. Qualitatively, school observations and interviews were conducted with 10 teachers. The results showed that their perceptions of the school climate in high schools and vocational schools tended to be positive although the knowledge and application of inclusive education still needed to be improved. There were differences in several perceptual aspects due to the duration of teaching and the type of school.

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Cocoradă, Elena, Ana-Maria Cazan, and Ioana Emanuela Orzea. "School Climate and School Achievement in the Romanian Secondary Education." Journal of Psychoeducational Assessment 36, no. 5 (December 1, 2016): 516–22. http://dx.doi.org/10.1177/0734282916683285.

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This article presents a tool that provides reliable scores for studying the school climate from the students’ perspective, created for the Romanian context. The main aim of the article is to present the psychometric properties of the instrument. The participants were 605 students, enrolled in four secondary schools and four high schools, from an urban area. The exploratory and confirmatory factor analyses revealed a seven-factor structure: student–teacher relationships, headmaster’s involvement in school life, student–student relationships, school satisfaction, achievement motivation, student–form teacher relationship, and perceived safety. The results revealed that gender, school location, and parents’ educational level could significantly predict school performances.

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Sebastian, James, and Elaine Allensworth. "Linking Principal Leadership to Organizational Growth and Student Achievement: A Moderation Mediation Analysis." Teachers College Record: The Voice of Scholarship in Education 121, no. 9 (September 2019): 1–32. http://dx.doi.org/10.1177/016146811912100903.

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Background Although there is a substantial body of literature on school leadership and its relationship with student achievement, few studies have examined how change in leadership is related to organizational growth and school improvement. Also less well studied is the influence of contextual conditions on how leadership and organizational processes evolve to constrain/augment school outcomes. Focus of Study In this study, we use moderation mediation analysis to examine how change in principal leadership relates to achievement growth, mediated via change in multiple organizational processes—parent-teacher trust, school climate (measured by school safety), and professional capacity. We further examine how these mediational relationships are moderated by initial school conditions. Research Design We apply moderation mediation analysis to administrative and survey data of elementary schools from a large urban school district to examine if initial school conditions moderate mediational relationships between school leadership and student outcomes. Conclusions Our results show that improvements in school leadership are related to student learning gains only through improvements in school climate; this relationship is consistent regardless of whether schools initially had strong or weak leadership and regardless of whether schools initially had safe or unsafe school climates.

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Đurišić, Maša, and Vesna Žunić-Pavlović. "School climate and adaptive characteristics of younger primary school students." Specijalna edukacija i rehabilitacija 20, no. 2 (2021): 93–108. http://dx.doi.org/10.5937/specedreh20-32979.

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Introduction. It has long been established that school climate can influence the course and outcomes of education, but the findings of previous research are inconsistent as to which elements of school climate are crucial for positive outcomes. This paper provides a more detailed insight into the individual contribution of the dimensions and determinants of school climate for adaptive functioning of students. Objective. The objective of the research was to consider the patterns of the relationship between the quality of school climate and its determinants (program, process and material) and adaptive characteristics of students. Methods. The research was conducted in five primary schools in Belgrade. The Charles F. Kettering, Ltd. - CFK School Climate Profile was used to assess school climate, and the TRF Adaptive Functioning Profile was used to assess adaptive characteristics of students. Both questionnaires were completed by primary school teachers. Results. Positive correlations were found between the quality of school climate, program, process and material determinants, on the one hand and, on the other hand, adaptive characteristics of students. Based on the results of regression analysis, the program determinants of school climate were singled out as the only significant predictor. Conclusion. The results of this research confirm that a good school climate, and especially school programs and practices in the domain of learning and teaching, can contribute to adaptive characteristics of students. Based on the obtained results, the paper describes the implications for future research and practice in this field.

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Sulak, Tracey N. "School Climate and Academic Achievement in Suburban Schools." Education and Urban Society 48, no. 7 (July 27, 2016): 672–84. http://dx.doi.org/10.1177/0013124514541465.

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Wang, Cixin, Dengting Boyanton, Ana-Sophia M. Ross, Jia Li Liu, Kathryn Sullivan, and Kieu Anh Do. "School climate, victimization, and mental health outcomes among elementary school students in China." School Psychology International 39, no. 6 (November 26, 2018): 587–605. http://dx.doi.org/10.1177/0143034318805517.

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Although school climate has been identified as a protective factor for youth development in the United States, few longitudinal studies have examined the relationship between school climate and student outcomes in China. This study explored the relationship between school climate, victimization, covitality, internalizing symptoms, and academic achievement, and whether school climate moderated the relationship between victimization and mental health outcomes using longitudinal data. Survey data were collected from 1150 Chinese 3rd to 6th grade students ( Mage = 10.27 years, SD = 1.03 years, 55% boys) from five elementary schools at two time points. Regression results showed that school climate factors, including student-teacher relationships, clear expectations, respect for diversity and fairness of rules, predicted victimization, mental health (both internalizing symptoms and covitality), and academic grades six months later. School climate did not moderate the relationship between victimization and mental health. Our results suggest that it is important to foster positive school climate in order to prevent bullying and promote positive youth development among elementary students in China.

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Rafiq, Muhammad, Nasrullah Khan, and Niaz Mohammad Aajiz. "Impact of School Climate on Students Achievement at Secondary Level in Pakistan." Global Social Sciences Review IV, no. I (March 31, 2019): 305–11. http://dx.doi.org/10.31703/gssr.2019(iv-i).40.

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School climate indicates three key dimensions of the school i.e. physical, academic and social climate. All three dimensions in the Pakistani school context were focused and examined. The key objectives of the study were to assess the Schools physical, social and academic climate and study its impact on students learning also to recommend remedial measures for improvement of school climate. Schools Principals were the population of the study selected through random sampling technique from Abbottabad, Charsadda, Kohat, Mardan, Nowshera, and Peshawar districts. The data was collected through questionnaires developed on five points Likert scale from the Principals and teachers. A total of 395 Secondary Schools schools were selected. Regression test used for data analysis. The study identified that school climate plays an important role in enhancing their achievement in academics. It proved that the school environment has a direct impact on the learning and teaching process.

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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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Okaya, Tom Mboya, Marj Horne, Madeleine Laming, and Kenneth H. Smith. "Measuring Inviting School Climate." Journal of Invitational Theory and Practice 19 (February 8, 2022): 15–29. http://dx.doi.org/10.26522/jitp.v19i.3739.

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The present study utilized the Inviting School Survey-Revised (ISS-R) (Smith, 2005b, 2013) based on Invitational Theory andPractice (Purkey & Novak, 2008) to examine the school climate of a public primary school in a low urban socio-economicsetting in Kenya. School climate was defined as the perceptions of primary school teachers and pupils in five areas: People,Places, Processes, Policies, and Programs, based on the Invitational theory and Practice paradigm. Results showed that theoverall school climate of Raduce primary school was inviting in many areas. The current study revealed that in spite of thechallenges facing a public school in an urban low socio-economic setting, it is possible with inviting policies, programs,processes, and people, to realize positive academic achievement with students.

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DiPietro, Stephanie M., Lee Ann Slocum, and Finn-Aage Esbensen. "School Climate and Violence." Youth Violence and Juvenile Justice 13, no. 4 (August 21, 2014): 299–322. http://dx.doi.org/10.1177/1541204014547589.

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Rojewski, Jay W., Frederick C. Wendel, Sara McInerny, Deann Currin, and Elizabeth Smith. "Individualizing School-Climate Surveys." Clearing House: A Journal of Educational Strategies, Issues and Ideas 63, no. 5 (January 1990): 202–6. http://dx.doi.org/10.1080/00098655.1990.9955764.

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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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Fisher, Darrell, and Barry Fraser. "School Climate: Assessing and Improving School Environments." Set: Research Information for Teachers, no. 2 (August 1, 1990): 1–4. http://dx.doi.org/10.18296/set.1073.

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Zhou, Lisi, Xianglan Zhang, and Li Liu. "School climate and depressive symptoms of disciplinary alternative school students: Resilience as a mediator." Social Behavior and Personality: an international journal 51, no. 1 (January 12, 2023): 1–16. http://dx.doi.org/10.2224/sbp.12068.

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We examined the relationships among school climate, resilience, and depressive symptoms of 153 students at disciplinary alternative schools in China, focusing on the mediating effect of resilience and its two components of individual power and supportive power in the association between school climate and students' depressive symptoms. Participants completed the Perceived School Climate Inventory-Middle School, the Resilience Scale for Chinese Adolescents, and the Center for Epidemiologic Studies Depression Scale. Results indicated that the students' perception of school climate and their depressive symptoms were significantly and negatively correlated, and resilience and depressive symptoms were also significantly and negatively correlated. In addition, resilience significantly mediated the effect of school climate on the students' depressive symptoms. Finally, the effect of individual power in mediation of the relationship between school climate and depressive symptoms was greater than that of supportive power. The findings provide implications for school policy makers and mental health professionals by highlighting the need for promoting both a positive school climate and students' resilience and its component of individual power.

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Nadeak, Bernadetha. "PRINCIPAL LEADERSHIP AND SCHOOL CLIMATE ON VOCATIONAL HIGH SCHOOLS’ SCHOOL PRODUCTIVITY IN BEKASI REGENCY." Interdisciplinary Social Studies 1, no. 8 (May 10, 2022): 994–99. http://dx.doi.org/10.55324/iss.v1i8.180.

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Graduates of Bekasi's Vocational Schools haven't made much of an impact in business or industry thus far. Vocational High Schools (SMK) with Business and Management Skills in Bekasi Regency have a negative influence because of their low productivity, which is the primary cause of SMK productivity in Indonesia. The purpose of this study is to examine the influence of school climate and leadership on school productivity in the business and management of SMK in Bekasi district. In this study, data was collected through the use of a quantitative technique and an explanatory survey involving a questionnaire. Multivariate regression is used to analyze the data. As a result of this research, we can say: The Business and Management Skills Vocational School in Bekasi Regency's productivity is positively influenced by the leadership of the school's principal, as well as the school's overall climate. The productivity of SMK Business and Management in Bekasi district is greatly influenced by the leadership and school climate at Vocational School in Bekasi Regency. The principle of SMK is advised to maximize the supporting aspects of the school environment, such as the school climate, in order to boost productivity.

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Demiroz, Seva. "The Relationship Between Secondary Schools Students' Perceptions of School Climate, Their School Belonging And Their Academic Achievement." Education Reform Journal 5, no. 2 (December 31, 2020): 60–77. http://dx.doi.org/10.22596/erj2020.05.02.60.77.

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The aim of this study is to examine the relationship between secondary school students' perceptions of school climate, their school belonging and their academic achievement. This descriptive study uses the correlational survey model. The participants were 340 sixth and seventh graders at a secondary school in the 2007-2008 academic year. To this end, the students were administered the School Climate Scale and the School Belonging Scale, and the average of their first term grades was used as a measure of academic achievement. This study found no significant difference between the students' perceptions of school climate and their school belonging by gender and grade. However, a significant differences were found between the students' perceptions of school climate and their school belonging, and their perceptions of school climate, school belonging and their academic success.

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Abdullah, Sediono. "HUBUNGAN ANTARA PENGELOLAAN SEKOLAH, IKLIM SEKOLAH, DAN PARTISIPASI MASYARAKAT DALAM MENINGKATKAN MUTU SEKOLAH DENGAN EFEKTIVITAS SEKOLAH DI PROVINSI JAWA TIMUR." Jurnal Manajemen Pendidikan 1, no. 1 (July 1, 2010): 70–79. http://dx.doi.org/10.21009/jmp.v1i1.2490.

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The objective of this research is to get information on the relationships among school management, school climate, and community participation in improving educational quality toward school effectiveness at schools which received Piloting School Based Management Program.The research was conducted at the schools in Probolinggo district, East Java Province with n = 100, selected randomly.The research concludes that there is positive correlation between: (1) school management and school effectiveness; (2) school climate and school effectiveness; (3) community participation in improving educational quality and school effectiveness. Furthermore, there is positive correlation between those three independent variables with school effectiveness.Therefore school effectiveness could be improved by enhancing school management, school climate and community participation in improving educational quality.

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Abdullah, Sediono. "HUBUNGAN ANTARA PENGELOLAAN SEKOLAH, IKLIM SEKOLAH, DAN PARTISIPASI MASYARAKAT DALAM MENINGKATKAN MUTU SEKOLAH DENGAN EFEKTIVITAS SEKOLAH DI PROVINSI JAWA TIMUR." Jurnal Manajemen Pendidikan 1, no. 1 (July 1, 2010): 70. http://dx.doi.org/10.21009/jmp.01108.

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The objective of this research is to get information on the relationships among school management, school climate, and community participation in improving educational quality toward school effectiveness at schools which received Piloting School Based Management Program.The research was conducted at the schools in Probolinggo district, East Java Province with n = 100, selected randomly.The research concludes that there is positive correlation between: (1) school management and school effectiveness; (2) school climate and school effectiveness; (3) community participation in improving educational quality and school effectiveness. Furthermore, there is positive correlation between those three independent variables with school effectiveness.Therefore school effectiveness could be improved by enhancing school management, school climate and community participation in improving educational quality.

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Konold, Timothy. "A Multilevel MTMM Approach to Estimating the Influences of Contextual Factors on Trait and Informant-Based Method Effects in Assessments of School Climate." Journal of Psychoeducational Assessment 36, no. 5 (December 19, 2016): 464–76. http://dx.doi.org/10.1177/0734282916683286.

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School-level contextual factors have been found to influence reports of school climate. The purpose of the current study was to evaluate the extent to which these associations are related to the school climate traits being measured or the methods (i.e., informants) used to obtain them. Data from a multilevel multitrait–multimethod (MTMM) design in which structurally different and interchangeable students ( n = 45,641) and teachers ( n = 12,808), residing within 302 high schools, responded to items measuring four dimensions of school climate were evaluated through a multilevel correlated trait–correlated method (CT-CM) latent analysis that allowed for the estimation of both school-level trait and informant-based method factors. The resulting trait and method factors were regressed on several school-level contextual variables. Results indicated that the percentage of students receiving free and reduced-price meals (FRPM) in schools was associated with both school climate traits and informant-based method factors, school size and the percentage of minority students in schools were associated with some traits, and school size was associated with student method effects. Findings support the use of controlling for school-level contextual factors in school climate research.

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Courtney, Michael. "Creating a Caring School." Journal of School Leadership 2, no. 1 (January 1992): 122–27. http://dx.doi.org/10.1177/105268469200200110.

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Administrators can create a climate of caring in today's schools despite the negative characterizations toward education. The author describes attempts to improve school climate at an inner city school in Durham, North Carolina. The approaches are theoretically founded and practically implemented.

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Mohd Yusoff, Mohd Akhmarudi, and Siti Noor Ismail. "INSTRUCTIONAL LEADERSHIP OF SCHOOL LEADERS AND ITS RELATIONSHIP TO THE SCHOOL CLIMATE." International Journal of Education, Psychology and Counseling 6, no. 40 (June 25, 2021): 253–63. http://dx.doi.org/10.35631/ijepc.640021.

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The leadership factor of a school is important in creating a conducive school climate to provide an effective learning environment. This study was conducted to identify the relationship between instructional leadership and school climate in Medium Performing Secondary Schools in the State of Kelantan. A total of 355 (L = 137, P = 218) respondents were involved in this study from 18 schools involved. Two (2) types of instruments were used to obtain research data, namely the Principal Instructional Management Rating Scale instrument by Hallinger and Murphy (1985) and the School-Level Environment Questionnaire (SLEQ) instrument by Johnson, Stevens, and Zvoch (2007). Both of these measuring instruments use a seven-point interval scale. The data were then analyzed using Statistical Package of Social Science (SPSS) version 25 which involved Pearson correlation analysis. The findings of the study showed that there was a very strong positive relationship, and this value was significant (r = .90, p <.01) for the relationship between the instructional leadership of school administrators with the level of school climate. The findings of this study can be used by school leaders as a guide in evaluating the aspects of leadership that they have practiced over the years to form a positive school climate that can provide an effective learning environment. In addition, the findings of this study can also be a basic reference to improve various instructional leadership skills such as sharing vision, values, duties, and responsibilities of organizations that have a very strong relationship with school climate to create a conducive and effective school climate in improving school excellence.

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Journal articles on the topic 'School climate'

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