School Climate and Learning

Moran, Erin K.; Carlson, John S.; Tableman, Betty

doi:10.1007/978-1-4419-1428-6_396

Cited by 7 publications

(13 citation statements)

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“…These create the social atmosphere in which students have different experiences. Researchers have referred to the wide range of school characteristics as “school culture,” “school climate,” or “school environment.” Those terms have been used interchangeably through the literature (Hoy, Smith, & Sweetland, ; Maehr & Anderman, ; Moran, Carlson, & Tableman, ). Considerable research on school culture has indicated that it plays an essential role in influencing school outcomes, such as students' motivation, engagement, and achievement (e.g., Fortus & Daphna, ; Maehr & Anderman, ; Osborne, Simon, & Collins, ).…”

Section: Introductionmentioning

confidence: 99%

Students' self‐efficacy for science in different school systems

Dorfman

Fortus

2019

J Res Sci Teach

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The important role of self-efficacy (SE) in students' motivation, engagement, persistence, and academic achievements has been reconfirmed by ample research, both in general and for STEM disciplines. As most studies focused on traditional school systems, additional research is needed on how science SE develops in different educational environments, which was the goal of this study. Data were collected from 1979 students in Grades 5-9 from 19 traditional, Waldorf, and democratic schools in Israel. Students completed a questionnaire that assessed their science self-efficacy (SSE), general and academic selfefficacy (GASE), and the sources of their SSE: teachers', parents', and peers' social persuasions, vicarious experiences and mastery experiences. Results revealed that SSE and GASE differed in their levels and in the way they changed with grade. These differences, and variations in the roles of the various sources of SSE, appeared to be influenced by the schools' cultures and curricula. Quantitative results are accompanied by verbal illustrative examples from interviews with students and teachers.

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Section: Introductionmentioning

confidence: 99%

Students' self‐efficacy for science in different school systems

Dorfman

Fortus

2019

J Res Sci Teach

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“…With a positive school climate, discipline could run well because of the clearly stated rules and the expected behavior dissemination to all school members. Various rules had been obeyed, and monitoring of the implementation of the rules was always done (Moran et al, 2012). However, the results of this study indicated that teachers need to be aware of the harassment of students both regular students and those with special needs.…”

Section: Discussionmentioning

confidence: 96%

“…The principal plays an important role in the school leadership to design the goals and behaviors expected of the teacher and students, but it is the teacher who generally interacts directly with students. When teachers actively make changes, students will also change and a positive school climate can be achieved (Moran, Carlson, & Tableman, 2012). In addition, Schunk, Pintrich, and Meece (2008) state that the leadership displayed by the teacher will affect the classroom climate and frther the school climate.…”

Section: Teachers' Perceptions Of School Climate In Inclusive Schoolsmentioning

confidence: 99%

“…The teacher's attitude is crucial to the implementation of education for all and positive behavior towards students with special needs (Avramidis, 2013;Choate, 2004;MacFarlane & Woolfson, 2013;Moran et al, 2012;Song, 2016). If the teacher had a positive perception of a group of students, especially students with special needs, the teacher would have difficulty implementing the principle of education for all.…”

Section: │ 37mentioning

confidence: 99%

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Teachers' perceptions of school climate in inclusive schools

Pandia

Purwanti

2019

PJPP

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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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“…Akibatnya, guru memegang jawatan penting dalam memenuhi objektif pendidikan, dan sistem pentadbiran sekolah dikaitkan dengan prestasi guru dan kepuasan kerja (Ismail, 2021). Pentadbir yang cekap mengakui kepentingan memupuk persekitaran sekolah yang menggalakkan yang menangani keperluan emosi dan motivasi guru semasa pengawasan mereka (Moran et al, 2012).…”

Section: Pengenalanunclassified

Amalan Pengurusan Pentadbir Sekolah dan Kepuasan Kerja dalam kalangan Guru-Guru di Sekolah Menengah Kebangsaan

Komarudin,

Hashim

2024

MJSSH

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Tahap kepuasan kerja dalam kalangan guru di Malaysia dipercayai rendah dari segi pengiktirafan, seperti yang dirasakan oleh pentadbir sekolah. Ini menunjukkan perkaitan yang kukuh antara tanggungjawab pentadbir sekolah dan tahap kepuasan guru. Tujuan penyelidikan ini adalah untuk menyiasat bagaimana amalan yang dilakukan oleh pentadbir sekolah memberi kesan kepada kepuasan kerja guru di sekolah menengah kebangsaan di negeri Perak. Reka bentuk penyelidikan yang digunakan adalah kaedah kuantitatif deskriptif, dengan saiz sampel 480 individu dipilih menggunakan kaedah persampelan rawak mudah. Dapatan penyelidikan ini menunjukkan bahawa pengurusan pentadbir sekolah di sekolah menengah kebangsaan di Perak adalah tinggi, manakala kepuasan kerja guru adalah sederhana. Analisis ANOVA sehala mendedahkan tiada perbezaan yang signifikan antara tahap pendidikan dan tahun pengalaman dalam kalangan guru. Selain itu, analisis korelasi Pearson sehala mendedahkan hubungan negatif yang ketara tetapi lemah antara pengurusan pentadbir sekolah dan kepuasan kerja guru sekolah menengah di Perak. Dapatan ini dapat membantu Kementerian Pendidikan Malaysia (KPM) dalam merancang dan melaksanakan prosedur pemantauan dan penilaian secara berkesan untuk sekolah-sekolah di Perak.

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School Climate and Learning

Cited by 7 publications

References 0 publications

Students' self‐efficacy for science in different school systems

Students' self‐efficacy for science in different school systems

Teachers' perceptions of school climate in inclusive schools

Amalan Pengurusan Pentadbir Sekolah dan Kepuasan Kerja dalam kalangan Guru-Guru di Sekolah Menengah Kebangsaan

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