The Impact Of School Climate On School Outcomes

Abstract

The purpose of this article is to provide insight into an elementary school whose climate issues appear to plague and impact it's performance as measured by it's Annually Yearly Progress (AYP). The Northwest Georgia elementary school is located in a rural school system approximately 50 miles northwest of Atlanta, Georgia. A review of the literature suggests school climate can affect many areas and people within schools. It further suggests that positive interpersonal relationships and optimal learning opportunities in all demographic environments can increase school achievement levels and reduce maladaptive behaviors (McEvoy & Welker, 2000). Providing a positive and supportive work environment and climate for faculty and staff, more often than not, improves faculty, staff and student performance (Freiberg, 1998). An in-depth analysis of the environment of the school in question suggests a lack of faculty and staff respect for administration, a hostile work environment, and overall low morale. Deep frustration and anger on the part of faculty and staff were apparent in a substantial number of written responses to open-ended questions. Although responses to work environment and administration were split along mean scores, the overall data indicate that the status quo cannot continue without continued negative consequences. When half of the faculty and staff are dissatisfied with their work environment and administration, teaching and learning is almost certain to be negatively impacted. A Rasch analysis further supports recommendations.

Mengembangkan Iklim Organisasi Di Sekolah Dengan Menggunakan Model Tagiuri

“…Dengan kata lain, ini menyiratkan bahwa ada hubungan antara iklim positif di sekolah dan keefektifannya. Halpin dan Croft sebagaimana dikutip Tubbs (2008) menyatakan bahwa persepsi siswa dan masyarakat tentang sekolah penting untuk menciptakan iklim yang baik, di mana guru dapat memiliki pengajaran yang berkualitas, siswa mencapai hasil sesuai dengan ambisi, dan orang tua terlibat dalam pendidikan anak-anak mereka.…”

Critical Success Factors in a High School Healthcare Education Program

“…The extensive literature on school climate and culture explores "… the norms, values, beliefs, rituals, ceremonies, symbols, and stories that provides the personality of the school" (Karadag et al, 2014, p. 105). This research has established a link between positive school cultures and successful student outcomes (Karadag et al, 2014;Thapa et al, 2013;Tubbs & Garner, 2008). However, since we found a dearth of literature on social and cultural factors that influence students' success in CTE programs specifically, we expanded our literature review to include an examination of these factors in career academies and in small schools, which share similar characteristics with many CTE programs.…”

“…Critical success factors are the qualitative characteristics embedded in a program's culture and relationships that enable successful outcomes. While research has established a link between school culture and climate and student academic achievement in general education programs (Karadag, Kilicoglu, & Yilmaz, 2014;Thapa, Cohen, Guffey, & Higgins-D'Alessandro, 2013;Tubbs & Garner, 2008), this research does not specify the social and cultural factors that influence student outcomes in CTE programs. Further, the studies that have examined these factors rely on survey data or other quantitative program measures (Kitchel, 2015;Snow & Okojie, 2013).…”

Razlike u percepciji školske klime srednjoškolaca s obzirom na osnivača škole

“…Moguće je da bismo uključivanjem učenika iz strukovnih i umjetničkih srednjih škola kao i drugih vjerskih zajednica, dobili drugačiju sliku školske klime hrvatskih srednjoškolaca. Ako uzmemo u obzir da gimnazije upisuju i pohađaju isključivo oni učenici koji su postizali najbolji uspjeh u osnovnoj školi, a bolji školski uspjeh povezan je s pozitivnijom percepcijom školske klime (Gareau i sur., 2009;MacNeil, Prater i Busch, 2009;Tubbs i Garner, 2008;Velki, Kuterovac Jagodić i Antunović, 2014), nameće se ideja o mogućem postojanju razlika u percepciji školske klime između gimnazijalaca i učenika iz strukovnih škola. Gimnazijalci su moguće upravo oni učenici koji imaju i pozitivniji stav prema obrazovnom procesu, učenju i školi, a posljedično i percipiraju školsku klimu pozitivnijom.…”