Reconstructing the concept of school climate

Konishi, Chiaki; Wong, Tak‐Ming; Persram, Ryan J.; Vargas-Madriz, Luis Francisco; Liu, Xuedi

doi:10.1080/00131881.2022.2056495

Cited by 8 publications

(5 citation statements)

References 42 publications

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“…The impact of school climate on student and teacher outcomes has received increasing attention ( Konishi et al, 2022 ; Yang et al, 2022 ; Zacharia and Yablon, 2022 ; Finch et al, 2023 , p. 20). However, most previous studies have focused on students’ perceptions of school climate and ignored teachers’ perceptions ( Wang and Degol, 2016 ; Gonzálvez et al, 2022 ; Grazia and Molinari, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

Advancing a cross-cultural understanding of teacher perceptions of school climate: A latent class analysis using 2018 TALIS data

Zhao

Jin²

2023

Front. Psychol.

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In recent years, school climate has increasingly received research attention. Most studies have focused only on student perceptions of school climate, whereas little is known regarding teachers’ views, and cross-country comparisons are scarce. To advance cross-country understanding of teacher perceptions of school climate, this study used data from the 2018 Teaching and Learning International Study (TALIS) to explore latent classes of teacher perceptions and compared differences between American, Finnish, and Chinese teachers. Latent class analysis revealed that a four-class solution was the most appropriate for each teacher subsample: positive participation and teacher-student relation, positive teacher-student relation, moderate, and low participation for the U.S. and China datasets, while positive teacher-student relation, moderate, negative discipline, and low participation for the Finland dataset. However, measurement invariance across countries was violated. We further investigated the impact of predictors on latent classes of teacher perceptions of school climate. The results revealed varied patterns of cross-cultural differences across countries. Our findings implied that a more reliable and valid scale of teacher perceptions of school climate for cross-country comparison is needed. Tailored interventions are necessary as more than half of teachers perceived moderate and less desired school climate, and educators should consider cultural differences when drawing on experiences from other countries.

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Section: Discussionmentioning

confidence: 99%

Advancing a cross-cultural understanding of teacher perceptions of school climate: A latent class analysis using 2018 TALIS data

Zhao

Jin²

2023

Front. Psychol.

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“…Likewise, positive youth development is connected to a feeling of support and sense of belonging within the school context [31] . Common among major developmental theories is the idea that school climate is multi-dimensional [32]. Ultimately the four domains most prevalent in the literature have been academic, community, safety, and institutional environment [32,33].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Common among major developmental theories is the idea that school climate is multi-dimensional [32]. Ultimately the four domains most prevalent in the literature have been academic, community, safety, and institutional environment [32,33].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Effect of the Advocacy Social-Emotional Learning Program on Emotional Competence

Morgan,

Cieminski,

Marmo

et al. 2024

IJCE

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School leaders are integrating social and emotional skills content into their academic curriculum to create a supportive learning environment and improve the implicit curriculum. The Generation Schools Network (GSN) Advocacy Program is a comprehensive, multi-component schoolwide initiative designed to promote students' social-emotional competence, college and career readiness, and academic success. Overall, the GSN Advocacy Program represents a holistic approach that promotes the interconnectedness of social-emotional development and academic success, aiming to prepare students for the challenges and opportunities they will encounter. The study aimed to test for baseline equivalence between the comparison and intervention groups regarding school climate, leadership, school connectedness, emotional distress, self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. This quasi-experimental process compared secondary students in the intervention group (125) participating in the yearlong GSN Advocacy Program with students in the comparison group (115). After controlling for pre-assessment variables of social-emotional competence, the analysis of covariance (ANCOVA) revealed significant improvements among students in the intervention group for total social-emotional competence and constructs of school climate and school connectedness. The program's multi-component approach, including structural support through professional development for implementers and specific social-emotional learning lessons, helped students develop social-emotional skills. Accordingly, students also demonstrated increased interaction with others, an improved sense of school connectedness, and an enhanced ability to handle emotional distress, which is crucial for academic stressors. This study suggests that the multi-component approach, including student-centered social-emotional competency instruction and environmental focus, engendered the intervention group's acquisition of social-emotional skills. Accordingly, by adopting a multi-component approach that addresses these various aspects of social-emotional programming, school leaders can create a holistic support system that nurtures students' social-emotional competence, resilience, and overall well-being. This comprehensive approach enhances students' academic success and equips them with the skills and attitudes necessary for success beyond the classroom.

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“…Las investigaciones demuestran la importancia del clima escolar en la formación del comportamiento de los estudiantes o sus efectos sobre el aprendizaje (Hassanuddin et al, 2020;Konishi et al, 2022;Reynolds, 2006;Teddlie y Reynolds, 2000;Teddlie et al, 2003). Y también corroboran, en diversos contextos y niveles educativos, que el desempeño académico se relaciona con el clima escolar: en nivel de Educación Infantil en Estados Unidos (La Paro et al, 2004); en nivel de Educación Primaria en España (Rodríguez et al, 2011;Rosário et al, 2012) o en Estados Unidos (Reyes et al, 2012); en nivel de Educación Secundaria en Brasil (Gomes y de Morais, 2019), en Perú (Grandes, 2019) o en España (Rosário et al, 2012); en nivel universitario en Colombia (Robles Camargo, 2021).…”

Section: Relación Entre Clima Escolar Y Desempeño Académicounclassified

El clima escolar: cómo medirlo y su asociación con el tipo de escuela, los recursos humanos y el desempeño académico

Hamodi-Galán,

Viego

2024

Estudios sobre Educación

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El estudio del clima escolar es esencial para la toma de decisiones educativas. Este trabajo presenta una medición del clima escolar en escuelas medias de Bahía Blanca (Argentina), y su relación con variables como el tamaño y tipo de gestión de la escuela, los recursos humanos y el desempeño estudiantil. Los resultados revelaron un clima escolar favorable, pero no se encontró una relación clara con la puntuación sobre este aspecto que hacen las autoridades del sistema educativo. Esto sugiere que se debe mejorar la medición de la desfavorabilidad, ya que no considera aspectos relacionados con el clima escolar. Además, se resalta la necesidad de políticas para atraer y retener recursos humanos.

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Reconstructing the concept of school climate

Cited by 8 publications

References 42 publications

Advancing a cross-cultural understanding of teacher perceptions of school climate: A latent class analysis using 2018 TALIS data

Advancing a cross-cultural understanding of teacher perceptions of school climate: A latent class analysis using 2018 TALIS data

The Effect of the Advocacy Social-Emotional Learning Program on Emotional Competence

El clima escolar: cómo medirlo y su asociación con el tipo de escuela, los recursos humanos y el desempeño académico

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