Validation of International School Climate Surveys in Slovakia

Gajdošová, Eva; Albertova, Silvia Majercakova

doi:10.11648/j.ajap.20190801.13

Cited by 2 publications

(3 citation statements)

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“…The results of school students' perceived microclimate, academic achievement and social-emotional health, and life satisfaction comply with the results of other researchers. For example, academic results could be detrimental to the promotion of social-emotional emotional competencies (Nunes El Achkar et al, 2019), positive emotions make up an important factor for life satisfaction (Telef, 2020), and school climate is evaluated highly positively by students (Gajdosova & Majercakova Albertova, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…School climate is regarded as a relatively stable aspect of the internal school environment and individuals associated with the school -students, parents, and all school personnel contribute to its creation. The research on school climate in Slovakia revealed a highly positive evaluation of school climate among students (Gajdosova & Majercakova Albertova, 2019). The National School Climate Council (2007, as cited in Thapa et al, 2013) suggests defining school climate as based on patterns of people's experiences in connection to school life and reflecting norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures.…”

Section: Methods Participantsmentioning

confidence: 99%

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Social emotional health, life satisfaction and school climate of junior school students in the context of Covid-19 pandemic crisis: Longitudinal research in Lithuania

Petrulytė¹,

Guogienė²,

Rimienė³

2022

Psihološka obzorja / Horizons of Psychology

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Research on students’ social-emotional health is important for quality learning and well-being at school, especially during the challenges of the Covid-19 pandemic times. Purpose: to investigate younger school-age students’ social-emotional health, satisfaction with life, and perceived school climate in the Covid-19 pandemic crisis and the predominance of distance learning by longitudinal research strategy. Method: Social and Emotional Health Survey-Primary (SEHS-P; Furlong et al., 2013) and Multidimensional Students Life Satisfaction Scale (MSLSS; Huebner, 2001). The sample was 84 junior school-age students (10 –12 years old) from Lithuanian schools. The results and conclusions: The first months of the Covid-19 pandemic crisis led to the deterioration of social-emotional health and satisfaction of younger school-age students. However, after 8 months of the Covid-19 pandemic crisis (re-test), some improvements in students’ emotional health, satisfaction with life, and classroom microclimate were observed. No gender-based differences were identified among students. The results revealed positive and significant correlations between the younger school-age students’ social-emotional health, satisfaction with life, and perceived school climate; the conducted regression analysis showed that family plays a significant role in junior school students’ social-emotional health. The teachers’ support for distance learning students could have improved their classroom microclimate and the knowledge of students’ health status could have helped them to adapt to distance learning more effectively during the Covid-19 pandemic crisis.

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Section: Discussionmentioning

confidence: 99%

Section: Methods Participantsmentioning

confidence: 99%

Social emotional health, life satisfaction and school climate of junior school students in the context of Covid-19 pandemic crisis: Longitudinal research in Lithuania

Petrulytė¹,

Guogienė²,

Rimienė³

2022

Psihološka obzorja / Horizons of Psychology

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“…Research on consequences of teacher stress in Slovakia and Czech Republic found that the most common reasons associated with stress are excessive administrative burden, lack of free time, insufficient school facilities, unhealthy interpersonal relationships with colleagues, school management and students (Křivohlavý, 1998;Paulík, 2017;Vančová, 2017;Zelina, 1997) and inadequate support from school management (Křivohlavý, 1998). Similarly, results from school climate research indicated that Slovak teachers provided lowest ratings for peer and adult relations and school physical environment (Gajdošová & Majerčáková Albertová, 2019). Research on stress and coping in elementary and high school teachers revealed that the most significant stressor was excessive workload and constant expectations placed upon quality of work performance (Dvorská, 2018).…”

Section: Introductionmentioning

confidence: 99%

Social-Emotional Health and Resilience of Teachers in Slovakia

Bolekova¹,

Rolková²,

Albertova³

et al. 2022

Human, Technologies and Quality of Education, 2022

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The present study examined social-emotional health and resilience of teachers in Slovakia, constructs which are relevant to requirements teachers have been facing over past years. Social-emotional health has been considered in terms of covitality construct as a synergistic effect of positive mental health. Covitality consists of twelve psychological indicators grouped into four domains – belief-in-self, belief-in-others, emotional competence and engaged living. Resilience has been conceptualized as a personality characteristic which reduces negative effects of stress and increases adaptation. The first aim of the present study was to examine level of covitality, its domains and indicators, and level of resilience of teachers in Slovak schools. The second aim was to examine the relationship between covitality and resilience. The sample consisted of 400 Slovak teachers who completed Social-Emotional Health Survey-Teachers (SEHS-T) and Resilience Scale (RS) during months of May through June 2021. Results indicated high level of covitality for 91.3%, and average level for 8.8% teachers. Resilience was rated at very low and low level by 6.8%, below average level by 17.8%, average level by 28%, and high level by 13.3% teachers. Most teachers rated resilience at an above average level (34.3%). Correlational analysis revealed moderate positive associations between all domains of covitality and resilience. Three covitality domains – engaged living, belief-in-self and emotional competence, and seven covitality indicators – self-efficacy, zest, self-regulation, optimism, cognitive reappraisal, gratitude and colleague support, were identified as predictors of resilience. Findings are discussed in terms of prediction and support of social-emotional health and resilience of teachers in Slovakia.

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Validation of International School Climate Surveys in Slovakia

Cited by 2 publications

References 3 publications

Social emotional health, life satisfaction and school climate of junior school students in the context of Covid-19 pandemic crisis: Longitudinal research in Lithuania

Social emotional health, life satisfaction and school climate of junior school students in the context of Covid-19 pandemic crisis: Longitudinal research in Lithuania

Social-Emotional Health and Resilience of Teachers in Slovakia

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