Development Of School Climate Research Articles

Factors influencing school climate: an empirical study based on the TALIS principal survey

To explore the influencing factors of school climate, this paper used TALIS 2018 principal survey data and applied linear regression to examine the influence of three elements on school climate: external school environment and structure, principal personal characteristics, and principal leadership. According to the research targeting 198 principals from Shanghai secondary schools, all three aspects can influence the formation and development of school climate, with each influencing factor acting on different dimensions of school climate. These different paths are the mechanisms that influence the school climate in the education system. In addition, principal leadership plays a more important role than the other aspects in determining school climate. To create a school climate that is better suited to the development of all involved in the school, this paper offers suggestions on how to better select principals and improve their leadership skills.

School Climate in Highly Effective Schools in the Autonomous Region of the Basque Country (Spain)

This study, part of a wider study, presents the results concerning school climate as examples of best practices in highly effective schools. Thirty-two primary and secondary schools were identified and selected using multilevel statistical modelling techniques and hierarchical linear models that identified schools with higher-than-expected student results from among all the schools in the Autonomous Region of the Basque Country. Once schools had been identified and characterised, the best practices were selected via a qualitative study involving 83 interviews with 3 groups of key informants: 25 inspectors, 26 educational advisors and 30 management teams from the 32 selected schools. Results show that school climate incorporates aspects related to academic climate, social relations and organisational structure. The development of school climate is linked to teachers’ commitment to educational work, involvement, teamwork and participatory management. The ultimate aim of this study is for the best practices identified to serve as a useful tool in the design and implementation of the improvement actions carried out in all schools in the Spanish Autonomous Region of the Basque Country. Thus, one suggestion is to broaden our understanding of climate beyond peaceful coexistence between students, and to include teamwork processes and democratic participation in the peaceful coexistence plan.