Articoli di riviste: "Relationships to school"

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Lasater, Kara. "School Leader Relationships". Journal of School Administration Research and Development 1, n. 2 (10 dicembre 2016): 19–26. http://dx.doi.org/10.32674/jsard.v1i2.1915.

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An important aspect of school leadership is relationship development, but developing meaningful relationships as a school leader is challenging. School leader relationships are challenged by diverse stakeholder groups, varied contexts, and difficult situations. The complex nature of school leader relationships necessitates explicit training for leaders on relational skills. The purpose of this paper is to provide professional development recommendations for school leaders regarding three aspects of relationships: rapport, trust, and communication. Specific ideas for school leaders regarding how to establish rapport, trust, and effective communication are discussed. Finally, the use of structured role-play is discussed as the recommended approach to professional development for school leader relationships.

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Mishra, Badrinarayan. "Relationships of School Performance and Responsibility-sharing with Bully Activities in Indian Schools". Journal of Advanced Research in Medical Science & Technology 08, n. 02 (5 agosto 2021): 7–11. http://dx.doi.org/10.24321/2394.6539.202105.

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Background: The coexistence of schools and school bullying are time contextual. Though its components are explored to different lengths at different geography the relationship with school performance and responsibility-sharing for Indian subcontinents are far and few. Aim and Objectives: The study took cognizance of this knowledge gap and tried to explore the existence of any relations between academic performance and responsibility-sharing with school bullying. Methods: A cross-sectional study was conducted in 6 randomly selected schools (3 urban and 3 rural) in a district of Madhya Pradesh, India. The participants from the 6th to 10th standard were selected by systematic random sampling and 96 participants per class were enrolled. The tools used were back-translated and pilot tested. They are the Bullying Prevalence Questionnaire (BPQ) and the Rosenberg Self-esteem questionnaire. School performance and responsibility-sharing information were collected from concerned school records. Results: From 480 participants, 48.3% were involved in some form of school bully activities. Students’ academic grade (ꭓ2 - 0.20) and school attendance (ꭓ2 - 0.75) were not associated with school bully behaviors, but their non-cocurricular recognition and lack of responsibility-sharing made them vulnerable to bullying (ꭓ2 and ANOVA p = 0.02 each) and victimized (ANOVA p = 0.03). Participants who shared school responsibilities and received acclaim were prosocial (ANOVA p = 0.00) and immune to bullyism. Conclusion: Schools are places where the pupils are groomed to be responsible and productive. The results established these points.

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Cocoradă, Elena, Ana-Maria Cazan e Ioana Emanuela Orzea. "School Climate and School Achievement in the Romanian Secondary Education". Journal of Psychoeducational Assessment 36, n. 5 (1 dicembre 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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McLaughlin, Colleen, e Barbie Clarke. "Relational matters: A review of the impact of school experience on mental health in early adolescence". Educational and Child Psychology 27, n. 1 (2010): 91–103. http://dx.doi.org/10.53841/bpsecp.2010.27.1.91.

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The review of this area posited the notion of ‘the supportive school’ as important and one key element, the notion of school connectedness. Within that the role of relationships is identified as significant. This paper explores the part played by relationships in schools. The paper draws on a review of 133 papers published mainly in the last 15 years. Relationships between teachers and pupils and pupils’ peer relationships are identified as the key ones. The main ways in which school-based relationships impact upon mental health are explored. First, in terms of the relationship to academic outcomes; second, the relationship between social support, feelings of emotional well-being or distress, and teacher-pupil relationships; and finally the relationship between school connectedness and mental health outcomes. The authors argue for greater attention to be paid to the interconnections between the relationships with young people and their emotional and academic well-being. The paper concludes with the implications for schools and teachers of these findings and an argument for an acknowledgement of the importance of the social goals of education.

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O'BRIEN, FRANK J. "Court - School Relationships". Juvenile Court Judges Journal 7, n. 1 (18 marzo 2009): 9–18. http://dx.doi.org/10.1111/j.1755-6988.1956.tb01732.x.

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QUIGLEY, THOMAS J. "Court - School Relationships". Juvenile Court Judges Journal 7, n. 1 (18 marzo 2009): 18–21. http://dx.doi.org/10.1111/j.1755-6988.1956.tb01733.x.

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SCHWARM, OSCAR J. "Court - School Relationships". Juvenile Court Judges Journal 7, n. 1 (18 marzo 2009): 21–28. http://dx.doi.org/10.1111/j.1755-6988.1956.tb01734.x.

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McDOWELL, JOHN B. "Court-School Relationships". Juvenile Court Judges Journal 8, n. 2 (18 marzo 2009): 22–24. http://dx.doi.org/10.1111/j.1755-6988.1957.tb00163.x.

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Jewell, Robert W. "School and School District Size Relationships". Education and Urban Society 21, n. 2 (febbraio 1989): 140–53. http://dx.doi.org/10.1177/0013124589021002003.

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Martišauskienė, Elvyda, e Snieguolė Vaičekauskienė. "Relationships at School: External Evaluation Angle". Pedagogika 121, n. 1 (22 aprile 2016): 83–100. http://dx.doi.org/10.15823/p.2016.06.

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A humane relationships at school develop favourable micro-climate for learning, promote good student behaviour, learning motivation and provides the right conditions for becoming a mature personality. For this research external evaluation data from schools of general education collected by the National Agency for School Evaluation in 2012 was used. This paper analyses students’, parents’ and external evaluators’ approaches and discusses the relationships in the modern school – situation and expression; highlights the most important trends in the relationships, relevant to all members of the school community; raises actual educational problems. Sociologists and educationists recognize that the nature of the relationships depends on a person’s self-determination, which is based on their perceived motives, beliefs, values and attitudes. Study data also shows that good relationships are influenced by the teacher’s personality and competencies: strictness, properly organized educational process with emotional basis and respect for the student; the school context: social, economic, cultural, educational school environment and prevailing micro-climate. The study also highlights the fact that students and their parents differently rate relationships at school: prevailing relationships at school usually satisfies parents and are evaluated positively, however, students believe that the school can achieve better (especially at 5–8 grades lessons). Schools focus on moral community relations, but still occur simulation, activities and behaviour that encourage alienation. External evaluation data shows that high student performance, achievements, knowledge is often considered to be the most important, however education of moral values, humane relationships – less significant thing. In schools of general education dominate business like and interpersonal relationships. Transcendental school community relations (the ability to go deep into yourself and others, rely on the phenomenon of conscience, overstep yourself) are aspirational so far.

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Shin, Eunyoung. "The Relationship between Early Adolescence School Violence Victimization, Peer Relationships, and the Moderating Effect of School Transfer Experience". Korean Association For Learner-Centered Curriculum And Instruction 23, n. 19 (15 ottobre 2023): 149–58. http://dx.doi.org/10.22251/jlcci.2023.23.19.149.

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Objectives This study examines the relationship between early adolescence school violence victimization, peer relationships, and the moderating effect of school transfer experience. Methods Using panel data from the Korean Educational Development Institute's ongoing Korean Education Longitudinal Study, which has been conducted since 2013, we conducted an analysis of school violence victim-ization experiences, peer relationships, and transfer experiences from elementary 5th grade to high school graduation. For data preprocessing and identifying transfer experiences, we utilized SPSS 27, while for examining moderation effects (multigroup analysis) using structural equation modeling, we employed Mplus 8.3. Results Firstly, experiences of school violence during early adolescence have a negative impact on subsequent peer relationships during the adolescent period. Secondly, transfer experiences moderate the effects of school violence victimization during early adolescence on later peer relationships in adolescence. Conclusions Experiencing school violence during early adolescence had a negative impact on the formation of peer relationships during subsequent schooling. However, it was found that when students transfered schools and joined a new peer group, they experienced less difficulty in forming peer relationships. Therefore, policy alter-natives that allow school violence victims to choose school transfers are needed.

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Poole, Sonja Martin. "Developing relationships with school customers: the role of market orientation". International Journal of Educational Management 31, n. 7 (11 settembre 2017): 1054–68. http://dx.doi.org/10.1108/ijem-08-2016-0171.

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Purpose While the role of relationship marketing to consumers’ overall satisfaction with schools has been discussed in the education management literature, empirical studies on the marketing mechanisms that underpin school-customer relationships are limited. The purpose of this paper is to establish the association between market orientation (MO) in the school context and key relationship marketing performance indicators. Design/methodology/approach MO and four relationship constructs (brand trust, affective commitment, attitudinal loyalty, and advocacy) were measured using existing and established scales from the education and behavioral literatures. A model reflecting causal ordering derived from the literature and an understanding of school-customer relationships was developed. Data were collected from 205 parents of school-aged children in the USA and analyzed using structural equation analysis. Findings Results show that a positive relationship between market-oriented behaviors of school organizations and three of the identified indicators of successful school relationship marketing (affective commitment, attitudinal loyalty, and advocacy) are mediated by brand trust. Originality/value The study contributes to an understanding of the theoretical relationship between market-oriented behaviors and relationship marketing for schools. The results suggest that, for school organizations, MO impacts important outcomes and thus may be vital to sustainability and growth.

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Auliah, Avinash, Lei Mee Thien, Siaw Hui Kho, Nordin Abd Razak, Hazri Jamil e Mohammad Zohir Ahmad. "Exploring Positive School Attributes: Evidence From School Leader and Teacher Perspectives". SAGE Open 11, n. 4 (ottobre 2021): 215824402110615. http://dx.doi.org/10.1177/21582440211061572.

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The extent to which school stakeholders perceive positive school attributes remains unclear in the literature. This study seeks to provide an understanding of positive school attributes from the school leaders and teachers’ perspectives in the Malaysian school context. This study employed a qualitative case study research design with 14 informants selected from seven Malaysian secondary schools. The thematic analysis informed six emerging themes: (1) stimulating positive emotion, (2) promoting positive engagement, (3) fostering positive relationships, (4) cultivating positive meaning, (5) nurturing positive accomplishment, and (6) cultivating spirituality in expressing positive school attributes. Fostering positive relationships were specified as (1) teacher-teacher relationship, (2) teacher-student relationship, and (3) student-student relationship. Cultivating spirituality is a newly emerged theme that is added to the unique positive school attributes. These newly added components of the existing PERMA model can trigger further research in positive education studies.

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Chun Sing Ho, Maxwell, e Jiafang Lu. "School competition in Hong Kong: a battle of lifting school academic performance?" International Journal of Educational Management 33, n. 7 (4 novembre 2019): 1483–500. http://dx.doi.org/10.1108/ijem-07-2018-0201.

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Purpose Under-examination of the notion of competition between schools has created a considerable asymmetry between the reality and the literature of schooling. Therefore, the purpose of this paper is to investigate the validity of school competition and verify the propositions regarding the effects of school marketing practices in literature, particularly Direct Subsidy Scheme (DSS) and aided schools in Hong Kong. Design/methodology/approach It tests the relationships between student intake and school academic performance and school marketing practices. It also compares the pattern of the relationships between the DSS and aided secondary schools. Secondary data from 441 secondary schools were retrieved from a popular secondary school admission magazine in Hong Kong and from the schools’ websites. Findings Hierarchical regression analysis revealed that the school’s academic performance was positively related to discretionary student intake. In addition, marketing school academic performance, but not marketing school features, was positively related to student intake. At last, it was found that marketing school academic performance intensified the relationship between the school’s academic performance and student intake in aided schools but not in DSS schools. The results were interpreted as demonstrating that school competition in Hong Kong is a battle of lifting academic performance. Originality/value This study is potential and worthwhile in at least two ways. First, testing the relationships of student intake with academic performance and school marketing practices helps to verify the notion of school competition in the education sector, which, in turn, can bridge the gap between the practice and literature of schooling. Second, examining school competition in Hong Kong can help to identify an important contextual reality for future scholars whose research site is located in Hong Kong.

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McGrath, Helen, e Toni Noble. "Supporting positive pupil relationships: Research to practice". Educational and Child Psychology 27, n. 1 (2010): 79–90. http://dx.doi.org/10.53841/bpsecp.2010.27.1.79.

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Positive peer relationships at school are linked to many positive and desirable pupil outcomes such as sound levels of academic performance, optimal levels of well-being and adult mental health. On the other hand social isolation or rejection at school are linked to a range of negative pupil outcomes such as lack of engagement, disconnection to school, absenteeism, being bullied, behavioural difficulties, drug usage, depression and anxiety and social difficulties as an adult. This paper provides an overview of the research literature about the importance of peer relationships for pupil well-being and reports on research conducted in 11 Australian Government schools with low incidences of bullying. In these 11 schools the four common factors that contributed to the development of a safe, caring and inclusive school culture were: (i) making pupil well-being a high priority; (ii) planning for a ‘relationship culture’ that focuses on the development of positive peer relationships; (iii) having an effective school leadership team that focused on whole school wellbeing and the personal growth of pupils; and (iv) incorporating an effective whole school behaviour management programme. This paper also provides a comprehensive discussion of a range of practical evidence-based whole-school approaches, classroom practices and individual support strategies that can facilitate the work of educational psychologists in helping school communities to build positive relationships.

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Gowing, Annie. "Peer-peer relationships: A key factor in enhancing school connectedness and belonging". Educational and Child Psychology 36, n. 2 (giugno 2019): 64–77. http://dx.doi.org/10.53841/bpsecp.2019.36.2.64.

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AimsThe relational climate of schools is highly influential in nurturing a sense of connectedness to school with the teacher-student relationship widely recognised as the central relationship for students. Peer-peer relationships have been less scrutinised in terms of their contribution to students’ feelings of closeness to school. This mixed-methods study explored young people’s understandings of school connectedness and their experience of their peer relationships at school.MethodData sources included focus groups, a questionnaire and diaries with a total sample size of 336 students aged between 13 and 18 years. Focus groups and diaries were analysed using thematic analysis and the questionnaire data were examined using descriptive and inferential statistical analyses.FindingsStudents’ relational worlds at school were peopled by teachers and peers, however peers emerged as the lead relationship. This was evident for students across the school connectedness spectrum. For some students with low self-reported connectedness, their peer relationships were the single positive aspect of their school experience.ConclusionsYoung people in this study were unequivocal in naming peer relationships as the most valued aspect of their school experience. This view of peer relationships as a resource that builds connectedness to school invites all school staff to provide multiple planned and spontaneous relational opportunities among peers, both within and outside the classroom. The educational psychologist, as a relational specialist, has a key role in this work.

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Kim, Jinhee, e Junyeop Kim. "Exploring the Influential Factors of Teacher-student Relationship based on Random Forest Regression and Interpretation using SHAP". Korean Society for Educational Evaluation 35, n. 3 (30 settembre 2022): 409–37. http://dx.doi.org/10.31158/jeev.2022.35.3.409.

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The purpose of this study is to explore factors affecting the teacher-student relationship of middle and high school first grade students. It was intended to provide information for improving the teacher-student relationship through the analysis results. This study performed random forest regression analysis using GEPS data. The subjects of this study were 5,586 middle school students and 5,348 high school students. The explanatory variables used in the analysis were 478 items in middle school and 499 items in high school. 24 major factors were derived using SHAP value. The result is as follows: First, the main factors that influenced teacher-student relationships in the first grade of middle school were ‘school satisfaction’, ‘friendship relationship’, ‘teacher’s passion’, ‘teacher’s teaching ability’, ‘teacher’s teaching method’, ‘vacation life’, and ‘parent attachment-trust’. Second, the main factors that influenced teacher-student relationships in the first grade of high school were ‘school satisfaction’, ‘friendship relationship’, ‘teacher’s passion’, ‘teacher’s teaching method’, ‘self-esteem’, and ‘parent attachment-trust’. School satisfaction(8 items), peer relationship(6 items), teacher passion(1 item) and parent attachment-trust(1 item) were the same influencing factors, but the contribution of each question was different depending on the school level. Schools need to approach improving teacher- student relationships considering the results of the study.

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GÜLER, Gökhan. "School Burnout in Middle School Students: Role of Problem Solving Skills, Peer Relations and Perceived School Experiences". International Journal of Psychology and Educational Studies 9, n. 2 (26 marzo 2022): 340–52. http://dx.doi.org/10.52380/ijpes.2022.9.2.529.

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Purpose: The purpose of this study is to examine the relationships between middle school students' school burnout, problem-solving skills, peer relationships, and perceived school experiences and to determine the predictive power of perceived school experiences, problem-solving skills, and peer relationships on academic burnout. Method: The research was created based on the survey model. The sample of the study composed of 2538 secondary school students (1257 girls and 1281 boys) who attended ten official secondary schools during the 2018-2019 academic year. In the research, “Elementary School Student Burnout Scale for Grades 6-8”, “Problem Solving Inventory for Children at the Level of Primary Education”, “Peer Relationship Scale” and “Perceived School Experiences Scale” were used. Pearson Product Moment Correlation Analysis and Multiple Hierarchical Regression Analysis were used for the statistical analysis of the study. "p≤.05" was considered as the significance level for the study. Findings: According to the study results, it was determined that there are significant relationships between the predicted variable and the predictor variables. Significant predictors of the school burnout score were determined to be variables of gender and age, school engagement, academic motivation, confidence in problem-solving skills, self-control, avoidance, self-disclosure and loyalty subscales, respectively.

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Sebastian, James, e 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, n. 9 (settembre 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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Stringer, Patricia, e Rida Blaik Hourani. "Home–school relationships: a school management perspective". Educational Research for Policy and Practice 12, n. 2 (1 agosto 2012): 149–74. http://dx.doi.org/10.1007/s10671-012-9134-0.

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DIMMICK, EARL A. "Court-School Relationships: I". Juvenile Court Judges Journal 7, n. 3 (18 marzo 2009): 31–33. http://dx.doi.org/10.1111/j.1755-6988.1956.tb00115.x.

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SCHWARM, OSCAR J. "Court-School Relationships: II". Juvenile Court Judges Journal 7, n. 3 (18 marzo 2009): 33–37. http://dx.doi.org/10.1111/j.1755-6988.1956.tb00116.x.

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Huong, Nguyen Thi Mai, e Nguyen Thu Trang. "The Relationship between Students’ Negative Coping Strategies with School Violence and Social Support Factors: A Case Study in Vietnam". Children and Teenagers 4, n. 1 (18 dicembre 2020): p31. http://dx.doi.org/10.22158/ct.v4n1p31.

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This study examined relationships between the social support factors such as peer relations (3 items), teacher influences (6 items), familial influences (5 items) and the negative coping strategies of students experiencing school violence including negative thought (5 items); negative emotion (7 items) and negative action (8 items).Participants were a sample of 482 students from four middle schools around Hanoi who had experienced at least 1 violence or more participating in the study. They are distributed relatively evenly by school and from grades 6 to 9. The major finding was social support factors (peer relationships, teacher-student relationship and school environment and family relationships) and negative coping strategies were negatively correlated (p<0.01). Students who had negative relationships with friends, teachers, and family members often showed negative coping strategies after experiencing school violence. The article proposes the solution of social work intervention in building a safe and friendly environment to minimize the negative coping strategies of students at schools.

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Ehren, M. C. M., e A. J. Visscher. "THE RELATIONSHIPS BETWEEN SCHOOL INSPECTIONS, SCHOOL CHARACTERISTICS AND SCHOOL IMPROVEMENT". British Journal of Educational Studies 56, n. 2 (giugno 2008): 205–27. http://dx.doi.org/10.1111/j.1467-8527.2008.00400.x.

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Scales, Peter C., Kent Pekel, Jenna Sethi, Rachel Chamberlain e Martin Van Boekel. "Academic Year Changes in Student-Teacher Developmental Relationships and Their Linkage to Middle and High School Students’ Motivation: A Mixed Methods Study". Journal of Early Adolescence 40, n. 4 (16 luglio 2019): 499–536. http://dx.doi.org/10.1177/0272431619858414.

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Student-teacher relationships that improve over time may help slow or prevent declines in student motivation. In a diverse sample of 1,274 middle and high school students from three schools, this mixed-methods study found that those who improved in developmental relationships with teachers reported greater academic motivation, and more positive perceptions of school climate and instructional quality. Improvements in teacher-student relationships had some positive effects on students’ grade point averages (GPAs) but they varied by school as well as by aspect of the relationship measured. No differences by poverty status were seen in any of these results. Student focus groups yielded additional understanding of the actions and mechanisms through which student-teacher relationships improve. Results of this study suggest that if individual educators and entire school communities focus on strengthening student-teacher relationships, significant improvements can be made in students’ motivation, engagement, and performance.

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Mihailova, Sandra. "Monetary Relationships among Secondary School Students in Minority Schools". SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (9 maggio 2015): 117. http://dx.doi.org/10.17770/sie2012vol1.28.

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The issue becomes especially important for young people, especially secondary school students, their attitudes toward money, to make predictions about people's socio-economic behavior in the future. The current high school students after several years will be active players of many socio-economic processes, therefore research of their current attitudes towards money - may be particularly interesting, instructive, and enable adjustments to eliminate the potential problems of the monetary behavior in the future. Such studies can give students the necessary knowledge of the behavior of money that will be contribution to the practice of psychological counseling. Currently, the monetary aspect of the relationship of psychological research in both empirical and theoretical perspective is global, but hardly done in Latvia. Therefore, this pilot study is an attempt to develop an insight into this topic in Latvia. The paper examines the secondary monetary relationship in minority school in Riga (in Latviaa), and the results are compared with similar research data in Russia.

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Zullig, Keith J., E. Scott Huebner e Jon M. Patton. "Relationships among school climate domains and school satisfaction". Psychology in the Schools 48, n. 2 (14 dicembre 2010): 133–45. http://dx.doi.org/10.1002/pits.20532.

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Mustofa, Bisri, e Sunhaji Sunhaji. "Kedudukan dan Pengelolaan Konflik dalam Organisasi Pendidikan". Jurnal Kependidikan 8, n. 1 (29 maggio 2020): 59–70. http://dx.doi.org/10.24090/jk.v8i1.4201.

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The purpose of this paper is to describe the position and management of conflict in educational organizations. it is a way of maintaining harmonious relationships at school. Harmonious relationships at school will make the learning environment comfortable and conducive to the learning process. Harmonious relationships at school will make the learning environment comfortable and conducive to the learning process. And vice versa, if the relationship between members of educational organizations is disharmonious, it can lead to an uncomfortable learning environment. This disharmonious relationship is usually caused by conflicts between individuals in schools. Conflict can become a serious problem in any organization, regardless of the form and level of complexity of the school organization, if the conflict is allowed to drag on without resolution. Therefore, the expertise to manage conflict is needed for every leader of educational organizations Keyword: Position and conflict management, Educational Organization

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Mahabbati, Aini, e Wening Prabawati. "School connectedness, school climate and emotional and behaviour disorders in students: Examining relationships". Cypriot Journal of Educational Sciences 17, n. 5 (30 maggio 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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Rean, A. A., I. L. Shagalov e I. A. Konovalov. "Relationship Between Retrospective Estimations of School Climate and Readiness for Aggression in Young People". Психологическая наука и образование 25, n. 6 (2020): 126–43. http://dx.doi.org/10.17759/pse.2020250611.

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The article focuses on the relationship between aggression and retrospective estimations of school climate in young people. It reviews the main publications on the topic of aggression/school climate relationship (especially in the aspect concerning school rules).We analyse the correlation between school climate components and aggressiveness in young people basing on a survey of Russian university students. In particular, we assesses the mediating effect of fair and clear school rules on the relations between students, interaction between students and teachers, teacher relations and the impact of these relations on aggressiveness. The analysis shows that school rules are significantly related to school relationships and aggressiveness of young people. Also, it was revealed that respectful contacts between teachers and students and between students themselves play an important role. At the same time, positive/troubled relationships in school are significantly correlated with aggressiveness in the future. The outcomes of the study are addressed in the context of a discussion about the criteria of effectiveness of educational work in schools.

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John-Akinola, Yetunde O., e Saoirse Nic Gabhainn. "Socio-ecological school environments and children’s health and wellbeing outcomes". Health Education 115, n. 3/4 (1 giugno 2015): 420–34. http://dx.doi.org/10.1108/he-03-2014-0041.

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Purpose – Attention to improving the school environment is a common activity in school health promotion. The role of the school environment in supporting improved health and wellbeing has a theoretical base, but has rarely been directly investigated empirically. The purpose of this paper is to investigate the associations between school socio-ecological environment and health and wellbeing outcomes. Design/methodology/approach – Questionnaire data were collected from 231 pupils in nine primary schools: urban and rural; single and mixed gender; disadvantaged and non-disadvantaged; and health promoting schools (HPS) and non-HPS. Questionnaire items included perceptions of the school socio- ecological environment (school perception, class relationships, teacher relationships, school policy and parental participation) and health and wellbeing outcomes. Findings – Reported school perception (OR 1.21, 95 per cent CI 1.12-1.30), class relationships (OR 1.13, 95 per cent CI 1.06-1.21), relationship with teacher (OR 1.20, 95 per cent CI 1.11-1.29), perception of school policy (OR 1.25, 95 per cent CI 1.13-1.37) and parents’ participation in school life (OR 1.32, 95 per cent CI 1.15-1.51) were all significantly associated with health and wellbeing outcomes for all groups of pupils. Very few differences emerged between different school types on the measures of either school socio-ecological environment or measures of health and wellbeing. Originality/value – The socio-ecological environment is clearly related to general health and wellbeing outcomes, which underlines its relevance to school health promotion. The lack of discernable differences between HPS and non-HPS demonstrate the lack of clarity in definitions of the health promoting status of schools.

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Mohammed, Issah, Abdulai, N. e Suhiyini, B. H. Adam. "Inhibiters of Positive Interpersonal Relationships among Teachers". South Asian Research Journal of Humanities and Social Sciences 5, n. 03 (13 maggio 2023): 55–64. http://dx.doi.org/10.36346/sarjhss.2023.v05i03.005.

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This study examines inhibiters of positive interpersonal relationships among senior high school teachers in the Tamale Education Metropolis. The study made used of qualitative research methodology, as such, case study design was adopted. Purposive sampling technique was used to select fifteen (15) teachers and five (5) secondary school head teachers. An interview schedule with open-ended questions was developed to conduct face-to-face in-depth individual interviews. Data collected through pen-and-paper personal interviews were analysed using deductive thematic analytical method. Findings were that tribal differences, religious diversity, superiority complex, gender differences, political ideologies, gossiping and backbiting, poor leadership styles and student-teacher intimate relations were some of the inhibiters of positive interpersonal relationships among teachers in the secondary schools of the Tamale Education Metropolis. Recommendations made were that senior high schools heads should work with the Regional Metropolitan Education and the Ghana Education Service to organize workforce diversity management training to educate all teachers and school managers on the need to embrace all the differences that exist among them and to also confront their own ethnic, cultural, political and gender stereotypes. School heads should foster in teachers a school culture that is characterised by positive teacher-teacher interpersonal relations and to appeal to all teachers who practice superiority complex to desist from such an act as it inhibits good teacher-teacher relations. School heads in their official meetings should sincerely talk to teachers to do away with all forms of gossips and backbiting. Heads of senior high schools should work with the Regional Metropolitan Education and the Ghana Education Service to organize workshop on the Code of Conduct for all teachers. In the same workshop, the need for teachers to desist from teacher-student intimate relations should be emphasised and the kind of relationship that should exist between teachers and students should also be highlighted.

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Gamala, Javen J., e Eliseo P. Marpa. "School Environment and School Heads’ Managerial Skills: Looking into their Relationships to School’s Performance". International Journal on Social and Education Sciences 4, n. 2 (26 maggio 2022): 218–35. http://dx.doi.org/10.46328/ijonses.285.

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This study examined the degree of the influence of school environment and school heads managerial skills on school’s performances. Using a correlational method of research, a total of 115 school heads, 1044 teachers, 115 pupils, and 115 parents of public elementary schools in the 6th Congressional District of Negros Occidental, Philippines was chosen as study participants. An expert-validated and standardized questionnaire was used for data collection. Results show that school environment was moderately favorable while the school heads’ managerial skills and schools’ performances were very high. Results further revealed that school heads’ managerial skills and school environment relates to school performance, however, the relationship is not significant. Although results hold that school heads exhibited managerial skills in a favorable school environment, but this does not mean that it has influence on schools performance as reflected in this study. In this regard, the study suggests examining other factors that might influence school performance.

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Pervez, Aneeza, e Erika Galea. "Primary schools: Spaces for children’s social and emotional learning". Psychology of Education Review 48, n. 1 (2024): 68–76. http://dx.doi.org/10.53841/bpsper.2024.48.1.68.

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Primary schools are crucial for children’s academic and social development, and in recent years, there has been a growing emphasis on incorporating socio-emotional development into the curriculum. Positive peet interactions and experiences at school, a key element of children’s social lives, facilitate their positive social and psychological development. Linked to peer relationships within school settings are core skills such as emotion regulation and prosociality. Emotion regulation plays a crucial role in shaping social connections, well-being, relationship satisfaction, and mental health, significantly affecting emotional expression, behaviour, and the quality of social interactions. Prosociality is seen to personally benefit children, by improving their mental health and wellbeing, and it also provides children with the skills needed to establish or develop communities based on principles of cooperation and belonging. In this commentary, our goal is to delve into current research on socio-emotional learning and interactional experiences within schoot settings, focusing on how emotion regulation and pro-social behaviour influence children’s experiences at school. We recommend that schools need to enhance the overall wellbeing and social development of children by fostering positive school environments, encouraging healthy peer relationships, and offering opportunities for the development of socio-emotional regulation skills, as well as prosocial behaviour.

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Chang, Chia-Fu, Huey-Hong Hsieh, Hsiu-Chin Huang e Yu-Lan Huang. "The Effect of Positive Emotion and Interpersonal Relationships to Adaptation of School Life on High School Athletic Class Students". International Journal of Environmental Research and Public Health 17, n. 17 (31 agosto 2020): 6354. http://dx.doi.org/10.3390/ijerph17176354.

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Background: Adaption for school life is important for all students. As for athletic students, since they need to cope with schoolwork and extensive training, adaption for school life could be very challenging. Taking this into consideration, the purpose of this study was to explore the factors which may help high school athletic students’ adaption of school life. Owing to this, the study explored previous researches and proposed four hypotheses: the first two hypotheses proposed that athletes’ positive emotion will have positive impacts on both their interpersonal relationships and adaption of school life; the third hypothesis suggests that athletes’ interpersonal relationships will have positive impacts on their adaption of school life and the fourth hypothesis suggested that interpersonal relationships play a mediating role among the positive emotion’s effect on adaption of school life. Methods: A total of 800 structured questionnaires were distributed to eleven high schools with athletic class students for data collection with a valid return rate of 90.6%. Structural equation modelling was used to test the relationship among them. Results: The result showed that positive emotion (β = 0.72, p < 0.05) and interpersonal relationships (β = 0.34, p < 0.05) had positive impacts on students’ adaption of school life with a predictive power of 68%. In addition, positive emotion also affected students’ school life adaption through interpersonal relationships. Conclusion: The study confirmed the positive emotion can have significant influences on student athletes’ interpersonal relationships and school life adaption. Implications: According to our findings, we suggest to encourage and promote athletes’ positive emotions so to help them have better interpersonal relationships and school life adaption.

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Woods, Chenoa S., e Thurston Domina. "The School Counselor Caseload and the High School-to-College Pipeline". Teachers College Record: The Voice of Scholarship in Education 116, n. 10 (ottobre 2014): 1–30. http://dx.doi.org/10.1177/016146811411601006.

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Background Advising students on the transition from high school to college is a central part of school counselors’ professional responsibility. The American School Counselor Association recommends a school counselor caseload of 250 students; however, prior work yields inconclusive evidence on the relationship between school counseling and school-level counseling resources and students’ college trajectories. Focus of Study This study evaluates the relationship between access to school counselors and several critical indicators of student transitions between high school and college. Research Design The study utilizes the Education Longitudinal Study of 2002 to explore the relationships between the school counselor caseload and students’ progress throughout the high school-to-college pipeline. The key indicator is the counselor caseload for students at a given high school, measured as the number of 10th graders per counselor at the high school at which each student is enrolled. The outcome variables are students’ college expectations, whether students spoke with a counselor about college, taking the SAT, and college enrollment. Logistic and multinomial logistic regression analyses are applied to examine the relationships between these variables. Findings Students in schools with small counselor caseloads enjoy greater success at navigating the high school-to-college pipeline. Controlling for student- and school-level characteristics, students in schools where counselors are responsible for advising a large number of students are less likely to speak with a counselor about college, plan to attend college, take the SAT, and enroll in a four-year college. Conclusions The findings support the claim that a smaller school counselor caseload may increase students’ access to key college preparation resources and raise four-year college enrollment rates.

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Komariah, Aan. "Pengaruh Kepemimpinan Transformasional, Iklim Sekolah, Kinerja Mengajar Guru terhadap Produktivitas Sekolah". MIMBAR, Jurnal Sosial dan Pembangunan 30, n. 1 (2 giugno 2014): 118. http://dx.doi.org/10.29313/mimbar.v30i1.583.

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The purpose of this studyis to empirically examine the direct and indirect relationship among transformational leadership, school climate, teacher performance, and school productivity in vocational school in Bandung District. Correlational research method with Structural Equation Modeling (SEM). The population includes all vocational teachers in Bandung District 1843 as of 31 vocational schools with a sample of 286 people. The results showed that transformational leadership, school climate, teacher performance and productivity of schools have relationships that are positive and significant direct and indirect.

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Fanshawe, John P., e Paul C. Burnett. "School-related stressors in adolescents". Journal of Psychologists and Counsellors in Schools 8 (novembre 1998): 1–8. http://dx.doi.org/10.1017/s1037291100003708.

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The aim of this study was to investigate high school students' perceptions of school-related problems. Some 1583 high school students responded to the 35 item High School Stressors Scale (Burnett & Fanshawe, 1997) which measures nine areas of problems experienced by adolescents in schools. These are Teaching Methods, Student-Teacher Relationships, School Workload, School Environment, Feeling Vulnerable, Personal Organization, Achieving Independence, Anxiety about the Future, and Relationships with Parents. The results are discussed and implications for educators, guidance officers and school psychologists working in high schools are presented.

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PAYNE, ALLISON ANN, DENISE C. GOTTFREDSON e GARY D. GOTTFREDSON. "SCHOOLS AS COMMUNITIES: THE RELATIONSHIPS AMONG COMMUNAL SCHOOL ORGANIZATION, STUDENT BONDING, AND SCHOOL DISORDER*". Criminology 41, n. 3 (agosto 2003): 749–78. http://dx.doi.org/10.1111/j.1745-9125.2003.tb01003.x.

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McClure, Larry V., Susan Yonezawa e Makeba Jones. "Can school structures improve teacher-student relationships? The relationship between advisory programs, personalization and students’ academic achievement". education policy analysis archives 18 (30 luglio 2010): 17. http://dx.doi.org/10.14507/epaa.v18n17.2010.

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In this paper, we present findings from a three-year study of students' perceptions of personalization and, specifically, advisory as a reform strategy and its relationship to students' academic progress at 14 recently converted small high schools in a large, urban school district in California. This study examined the degree to which students' sense of personalization (connections to the school and to adults at the school) interacted with students' academic achievement, as measured by standardized test scores and weighted grade-point averages. In particular, we examined the relationship between students' perceptions of formal structures to enhance personalization -- such as advisory periods -- and students' academic achievement.

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Sulistianingsih, Sulistianingsih, Juniawan Mandala Putra, Ali Yusron, Arif Saefudin, Hegar Harini e Kundharu Saddhono. "The Role of School Autonomy in Promoting Collaboration and Competition Among Schools". QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 14, n. 2 (28 dicembre 2022): 433–46. http://dx.doi.org/10.37680/qalamuna.v14i2.3325.

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This article aims to determine the impact of education management reforms on school autonomy in encouraging collaboration and competition between schools conducted in Jakarta, Bogor, and Bekasi. This qualitative case study research was conducted over two months using data collection techniques through interviews, observation, and documentation. Semi-structured face-to-face interviews were conducted with 12 school principals in Jakarta, Bogor, and Bekasi, who were selected using purposeful sampling. Data analysis used triangulation techniques. The results showed that government decisions related to school autonomy and similar matters significantly influence relationships (collaboration and competition) between schools. The implications of these findings trigger a discussion on the impact of education management reforms aimed at increasing school autonomy in the context of school-to-school relationships. This study showed that educational management associated with school autonomy significantly influences relationships between schools. Decreasing the role of the state and increasing school autonomy exert different effects on school-to-school relationships depending on the governance model adopted. This study also shows that the experience of school collaboration and competition depends largely on the current policy of reorganizing school networks in cities and districts.

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Donnelly, Caitlin. "School Ethos and Governor Relationships". School Leadership & Management 19, n. 2 (maggio 1999): 223–39. http://dx.doi.org/10.1080/13632439969258.

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WEAVER, P. J. "Public School - Juvenile Court Relationships". Juvenile and Family Court Journal 14, n. 3 (30 luglio 2009): 16–17. http://dx.doi.org/10.1111/j.1755-6988.1963.tb00254.x.

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Robinson, Eric L., e Marvin J. Fine. "Developing Collaborative Home–School Relationships". Preventing School Failure: Alternative Education for Children and Youth 39, n. 1 (ottobre 1994): 9–15. http://dx.doi.org/10.1080/1045988x.1994.9944944.

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Mashburn, Andrew J., e Robert C. Pianta. "Social Relationships and School Readiness". Early Education & Development 17, n. 1 (3 gennaio 2006): 151–76. http://dx.doi.org/10.1207/s15566935eed1701_7.

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Tenenbaum, Harriet R., Faye J. Crosby e Melissa D. Gliner. "Mentoring Relationships in Graduate School". Journal of Vocational Behavior 59, n. 3 (dicembre 2001): 326–41. http://dx.doi.org/10.1006/jvbe.2001.1804.

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Wang, Yundi. "Impact of Social Relationships on Consumption Behavior among High School Students". Advances in Economics and Management Research 10, n. 1 (3 aprile 2024): 93. http://dx.doi.org/10.56028/aemr.10.1.93.2024.

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This study investigates the influence of social relationships on consumption behavior among high school students, with a focus on family, friend, and social media relationships. Through a comprehensive survey conducted among students from different types of high schools, including vocational, international, and ordinary high schools in Guangzhou, China, various aspects of social relationships and consumption patterns were analyzed. The findings reveal significant differences in social media relationships among the three types of high schools, with implications for consumption behavior. While differences in real-life relationships among students are relatively insignificant, social media relationships play a crucial role in shaping consumption disparities among high school students. Therefore, promoting rational consumption among high school students may benefit from regulating internet usage and guiding behavior on social media platforms.

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Elmore, Gail M., e E. Scott Huebner. "Adolescents' satisfaction with school experiences: Relationships with demographics, attachment relationships, and school engagement behavior". Psychology in the Schools 47, n. 6 (10 maggio 2010): 525–37. http://dx.doi.org/10.1002/pits.20488.

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Markus, Stefan, Svenja Rieser e Susanne Schwab. "The Gender-Specific Role of Social Relationships for School Well-Being in Primary School". Zeitschrift für Psychologie 230, n. 3 (luglio 2022): 215–28. http://dx.doi.org/10.1027/2151-2604/a000500.

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Abstract. Since learning at school is always embedded in a social context, students’ social relationships are considered key variables for their school well-being. But especially studies at the primary school level that examine gender-specific linkages between students’ relationships with peers and teachers and components of their school well-being are lacking. Therefore, a longitudinal study with 351 primary school students was conducted. Girls indicated a better relationship with their teacher, a more positive attitude toward school, and predominantly more beneficial achievement emotions than boys. Manifest multi-group path models suggest that students’ perceived teacher-student-relationship seems to predict their attitude toward school for both genders positively, while its’ connections with particular achievement emotions differ between boys and girls. Student-student-relationships in the sense of comfortableness among classmates showed beneficial connections with positive emotions for girls and negative links with unpleasant emotions for boys. The results suggest that linkages between different social relationships and various dimensions of school well-being are gender-specific and should be considered in their broad variety both in research and instructional practice.

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Gálvez-Nieto, José Luis, Karina Polanco-Levicán, Ítalo Trizano-Hermosilla e Juan Carlos Beltrán-Véliz. "Relationships between School Climate and Values: The Mediating Role of Attitudes towards Authority in Adolescents". International Journal of Environmental Research and Public Health 19, n. 5 (26 febbraio 2022): 2726. http://dx.doi.org/10.3390/ijerph19052726.

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School climate is related to a wide variety of positive results at the school level; however, its relationship with the construct of values has received little attention, despite being a key variable in the development of personality. This study aimed to examine the direct and indirect relationships between school climate, attitudes towards authority, and values. The participants in this study were 2683 students (51.2% men and 48.8% women) from 32 schools aged between 12 and 20 years (M = 15.78 years, SD = 1.35). Two models of structural equations were estimated, and the model that best fit the data confirmed that school climate was indirectly related to values through attitudes towards authority. The reciprocal and interactive relationships between school climate, attitudes towards authority, and values are also discussed.

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