Impact Of School Culture Research Articles

The Influence of School Culture, Transformational Leadership, and Teacher Motivation on Teacher Performance

The purpose of this study is to ascertain the following: (1) the impact of school culture on junior high school work motivation; (2) the impact of transformational leadership on this relationship; (3) the impact of school culture on junior high school teacher performance; (4) the relationship between transformational leadership and junior high school performance; and (5) the impact of work motivation on junior high school teacher performance. Using descriptive data analysis methodologies, the study was carried out at junior high schools in the Delitua District in the academic year of 2023–2024. Regression analysis techniques were included in the data analysis method. There is a sample of 128 teachers in the population. The study's findings demonstrated that: (1) work motivation is directly impacted by school culture; (2) work motivation is directly impacted by transformational leadership in a significant positive way; (3) school culture directly affects performance; (4) transformational leadership directly affects performance; and (5) work motivation directly affects performance. These findings suggest that teacher effectiveness is influenced by school culture, transformational leadership, and work motivation and are important factors in supporting teacher performance.

Investigating the Correlation Between Emotional Intelligence and Academic Achievement: A Multifaceted Analysis in UK Secondary Schools

This comprehensive review explores the correlation between emotional intelligence (EI) and academic achievement in the context of UK secondary schools. Grounded in a thorough examination of emotional intelligence, its theoretical foundations, and influencing factors during adolescence, the analysis synthesizes existing studies to establish a robust link between EI and academic success. The impact of school culture, teacher-student relationships, and familial influences on emotional intelligence is explored, emphasizing the pivotal role of the school environment in shaping socio-emotional growth. Empirical evidence highlights the mediating role of EI in the complex interplay of socio-emotional factors and academic achievement. Practical implications include targeted educational strategies to enhance emotional intelligence, recognizing its potential to positively influence various academic outcomes. The exploration concludes by emphasizing the significance of recognizing and prioritizing emotional intelligence in fostering holistic educational approaches for secondary school students in the UK.

The Impact of School Culture on Adolescents' Innovativeness

The Impact of School Culture on Adolescents' Innovativeness

Enhancing Teacher Leadership in Malaysian Secondary Schools: Do Collaborative School Culture and Principal Support Matter?

Despite the impact of school culture on teacher leadership was well-theorised in literature, the extent to which the principal support strengthening the relationship between school culture on teacher leadership remains unknown. This study aims to examine the influence of collaborative school culture on teacher leadership with the four dimensions of principal support (professional support, emotional support, instrumental support and assessment support) as moderators. This study used an explanatory sequential mixed-methods design. Three hundreds and sixty teachers were the samples from 45 secondary schools in the states of Kedah, Perlis and Penang. Meanwhile, 18 secondary teachers participated in the semi-structured interviews. The quantitative findings revealed a significant influence of collaborative school culture on teacher leadership. The relationship between collaborative school culture and teacher leadership was stronger when the principal’s instrumental support was higher compared to its counterpart. However, there was no moderating effect of professional support, emotional support, and assessment support on the relationship between collaborative school culture and teacher leadership. The qualitative findings informed the impact of collaborative school culture on teacher leadership could be enhanced with support from the local social community, effective communication between leaders and teachers, and teacher engagement in academic and non-academic activities. Implications of the study and future studies are presented.

The Pattern of Relationships Between School Size, School Culture, and Teachers' Organizational Commitment and Students' Academic

The main goal of schools is to establish students in cognitive, affective and physical areas. In general, the academic success of the students is taken into consideration as the cognitive domain output. This research sought to figure out whether there was a connection between the size of the school, the teachers' organizational commitment, the school culture, and the students' academic success. Additionally, it aims to figure out the impact of school culture, instructors' organizational commitment, and school size on secondary and highschool students' academic progress. The relational survey model was used to run the research. A total of 445 secondary and high school teachers made up the research's sample. The Teacher Information Form, Organizational Culture Scale, and Organizational Commitment Scale were used to gather data. The average scores on the High School Pass Test (HSPT [LGS]) for secondary school students and the Basic Talent Exam (BTE [TYT]) for high school students were used to measure academic success. The student size of the schools for which data was collected was taken as the size of the school. The data were analyzed by performing correlation and regression analysis. According to the findings, it has been determined that there is a significant relationship between school culture and teachers' organizational commitment, school size and academic success of students in different directions and levels. While teachers' organizational commitment is positively affected by the school culture, it is negatively affected by the size of the school. Although the effect of teachers' organizational commitment on students' academic success is positive, it is at a low level. School culture, teachers' organizational commitment and school size together significantly predict the academic success of students.

Understanding the Dynamics of School Culture: Narratives From English Language Teachers

This study explores the perceptions of Nepalese English language teachers regarding the impact of school culture on their professional commitment. Interviews were conducted with three English language teachers at secondary-level schools in the Kathmandu Valley to explore their views and experiences. The findings indicate that school culture plays a significant role in shaping teachers' professional identities and behaviors. Teachers perceive the school as a language lab, providing opportunities to improve and modify their teaching practices. Additionally, school culture is seen as a system of norms, beliefs, and rules that govern behavior within the social, cultural, and religious context. The study reveals that a positive school culture, characterized by healthy relationships and supportive leadership, enhances teachers' commitment and performance. Equally, domination and discouragement from school leaders lead to reduced commitment and potential burnout. Teachers highlight the importance of a familial environment within the school, fostering a strong sense of dedication and confidence. However, the lack of emphasis on professional development due to the unintellectual ideologies of school owners and leaders results in teacher disappointment. The study emphasizes the need for mutual understanding, supportive attitudes, cooperative behavior, and a culture of continuous learning among school staff. Overall, this research underscores the vital role of school culture in influencing the professional commitment and wellbeing of English language teachers in Nepal. The findings offer valuable insights for educators, policymakers, and school leaders seeking to create an environment conducive to teachers' growth and development.

The impact of school culture on the academic progress of deaf learners in Tanzanian inclusive schools

The impact of school culture on the academic progress of deaf learners in Tanzanian inclusive schools

The impact of school culture, school climate, and teachers’ job satisfaction on the teacher-student relationship: a case study in four Estonian schools

ABSTRACT Teachers in Estonia are working in a tense environment of conflicting expectations which, on the one hand, involves a neoliberal approach to standards and, on the other, the humanistic values of education and well-being of students. The purpose of the study was to identify the factors of school climate which ensure both the job satisfaction of teachers and the satisfaction of students, and to analyse the impact of these factors on the teacher-student relationship. The findings are based on the results of interviews with teachers (n=40) and students (n=39) and the results of student questionnaires (n=139) conducted in four schools. The teachers and students who were satisfied with the school and their job perceived the teacher-student relationship through the following aspects: the potential of students, openness to knowledge, the recognition of personal qualities, equal treatment and taking students into account. Despite the external turbulence in the Estonian school system, all schools still have the autonomy to transform their school into an oasis where all parties feel satisfied.

IMPLEMENTASI BUDAYA SEKOLAH DALAM MEMBANGUN KARAKTER RELIGIUS PESERTA DIDIK DI SMAN I SEUNAGAN NAGAN RAYA ACEH

ABSTRACT
 School culture is a tangible form of the implementation of religious character in schools. It was to familiarize the religious character of the learner. school culture can manifest itself through islamic values, character, activity and religious symbols combined with other educational components.The study to discover: the form of school cultural programs, the administration of school cultures and the impact of school culture's success in building religious character. Research use a qualitative approach with the type of case study. Data collection with observation, interviews and documentation. Analysis used reduction, verification, presentation. Research: school culture program to building the religious character of participants that is: Reading Yasin's surah in the morning, pray dhuha and dzuhur, commemorating day of Islam, the performance talent, the performance of school culture to building religious character through Islamic values, Islamic activities and Islamic symbols and the success of the school's implementation of religious character.

Pengaruh Motivasi Kerja dan Budaya Sekolah terhadap Kinerja Guru SMA di Kecamatan Purbolinggo

Abstract Purpose: (1) The Impact of Work Inspiration on the Exhibition of Secondary Teachers in Purbolinggo Subdistrict, East Lampung Regime; (2) The Impact of School Culture on the Presentation of Secondary Teachers in Purbolinggo Subdistrict, East Lampung Rule; (3) The impact of Work Inspiration and School Culture together on the Presentation of Secondary Teachers in Purbolinggo Subdistrict, East Lampung Rule. Research methodology: Data analysis techniques used are (1) descriptive analysis; (2) prerequisite test of analysis includes normality test, linearity test and homogeneity test. Results: The result (1) there is a significant influence between work motivation on teacher performance; (2) school culture affects teacher performance based; and (3) there is an influence of Work Motivation and School Culture on teacher performance. Limitations: Data collection techniques on research background only with interviews. Contribution: The outcome can be use to assess the adequacy of the execution of schooling programs on working on the presentation.

Perceptions from the Field: Effective STEM Practices in Texas Middle Grades Schools

In an effort to keep pace with an expanding knowledge-based economy, K-12 schools across the U.S. are increasingly shifting their STEM teacher professional learning programs to help teachers foster student experiences with skills such as problem solving, adaptability, and creativity. This study utilized quantitative and qualitative data to examine the impact of school culture and teacher professional learning factors on teachers’ self-reported instructional practices in a sample of Texas middle grades STEM teachers (n = 115). Triangulation of quantitative and qualitative survey data revealed connections between the influence of predictors on teaching practice and teachers’ reported perceptions of barriers to effective instruction. Building teachers’ professional capacity and the provision of adequate time and/or funding significantly and positively predicted teachers’ use of effective STEM practices, such as whole-group discussion and small group collaboration. Qualitative analysis of teachers’ perceptions of barriers to STEM instruction showed that teachers perceived that a lack of time for collaboration, external expectations, and teacher motivation were among the greatest barriers to high-quality STEM instruction. Building teachers’ professional capacity by strengthening teachers’ feelings of instructional preparedness, providing opportunities for collaboration, and building teacher motivation were identified as key areas of focus for encouraging teacher use of reform-based instructional practices.

The impact of school culture on the academic progress of deaf learners in Tanzanian inclusive schools

The impact of school culture on the academic progress of deaf learners in Tanzanian inclusive schools

Assessment of mental health needs and barriers to care in students enrolled in doctor of pharmacy and pharmaceutical sciences programs

IntroductionThe purpose of this study is to identify doctor of pharmacy and pharmaceutical sciences students' perceived barriers to mental health care and interest in mental health interventions and to assess student attitudes and perceptions of mental illness. MethodsA mixed-methods survey was given to 706 students participating in a doctor of pharmacy and pharmaceutical sciences curricula to assess students' perceived barriers to care, interest in mental health resources and interventions within their curricula, attitudes towards seeking treatment, and perceived stigma. The last section included free text responses in which students expressed additional comments unacknowledged by previous sections. Quantitative data was analyzed using descriptive statistics, and free text responses were analyzed using thematic coding. ResultsFrom February to March 2018, 256 responses were received out of 706 students with a response rate of 36%. The most cited barriers to seeking mental health treatment were lack of time, lack of finances, and stigma-related concerns (25%, 13%, and 11%, respectively) with the most desired interventions being the implementation of an onsite counselor and wellness space. A majority of participants (88%) believe professional help for mental illness is effective; however, 63% cited they were negatively impacted by internal stigma. Common themes addressed in the free text responses reinforced these ideas and included additional responses regarding the impact of school culture. ConclusionStudents within a doctor of pharmacy and pharmaceutical sciences program experience non-stigma and stigma-related barriers to seeking mental health treatment.

The impact of school culture on the mental health of female students

The purpose of this research paper was to find out the impact of school culture on the mental health of Vedic & Non-Vedic School girls who were studying in class 8 th -12th (age range: 14 to18years).This is a comparative study of mental health among the girls studying in Vedic & Non-Vedic Schools. The sample consisted of 100 Vedic & Non-Vedic School girls selected randomly (50 girls from each school). Mental Health check list developed by Kumar was used for measuring the mental health. “t-Test” was used for analyzing the data. The Results showed that there is a significant difference of 0.01 among the mental health of Vedic & Non-Vedic school girls. The girls of Vedic School girls have better mental health as compared to girls of Non Vedic schools

The Impact of School Culture, Technology Leadership, and Support Services on Teachers’ Technology Integration: A Structural Equation Modeling

Technology integration into educational settings is a multi-dimensional and complex process affected by many factors. Previous modeling studies focused on mostly factors germane to technological infrastructure and teacher competencies. Only a few studies investigated some school-level factors and suggested further research for others especially those related to socio-cultural characteristics of schools. Therefore, the purpose of this study is to propose and test a structural model explaining teachers’ technology integration through school culture, technology leadership and support services. The model was tested using structural equation modeling on a convenience sample of high school teachers (n=396). The results demonstrate that school culture indirectly influences technology integration through the mediation of technology leadership and support services. Also, support services have direct and largest total effect on technology integration. Positive school climate can result in effective leadership behaviors and adequate support and encouragement for the increased use of technology. Implications were discussed within the context of teachers’ technology integration into learning and teaching in the schools.

The impact of school culture on schools’ pupil well-being policy-making capacities

Pupil well-being has been an important topic in educational research for some time. Differences between schools in their influence on the well-being of their pupils are attributed to the policy-making capacities of the school. Little is known about schools’ policy-making capacities with regard to pupil well-being, and the impact of school culture on these policy-making capacities. This study addresses these questions using a quantitative research approach. The results show that teachers rate the policy-making capacities of their school, with regard to pupil well-being, in largely positive terms and that these policy-making capacities are mainly affected by flexible perspectives of effectiveness within the culture of schools.

Complex Adaptive Schools: Educational Leadership and School Change

This paper utilizes the theoretical framework of complexity theory to compare and contrast leadership and educational change in two urban schools. Drawing on the notion of a complex adaptive system—an interdependent network of interacting elements that learns and evolves in adapting to an ever-shifting context—our case studies seek to reveal the complexities, tensions, characteristics, and related implications for school leadership derived from using this heuristic to understand adaptive change. In particular, we highlight the need to disrupt the status quo as a precursor to adaptive change, the power generated by distributing authority through decentralized networks, the importance of relational trust, and the impact of school culture.

Complex Adaptive Schools: Educational Leadership and School Change

This paper utilizes the theoretical framework of complexity theory to compare and contrast leadership and educational change in two urban schools. Drawing on the notion of a complex adaptive system—an interdependent network of interacting elements that learns and evolves in adapting to an ever-shifting context—our case studies seek to reveal the complexities, tensions, characteristics, and related implications for school leadership derived from using this heuristic to understand adaptive change. In particular, we highlight the need to disrupt the status quo as a precursor to adaptive change, the power generated by distributing authority through decentralized networks, the importance of relational trust, and the impact of school culture.

The Impact of School Culture on Serbian Primary Teachers Job Satisfaction

The Impact of School Culture on Serbian Primary Teachers Job Satisfaction

Safety Matters

As a result of Columbine and other events, states and districts across the United States have responded with vigor to a call for a renewed focus on school safety. This paper examined one such effort undertaken by Harrison County Public Schools, located in West Virginia. The district received federal funding for surveillance equipment used to enhance safety efforts at middle and high schools, as well as to coordinate a collaborative relationship with local emergency responders. This paper used qualitative and quantitative measures to examine the impact of this project on teachers and administrators in the district. Results indicated that a substantive focus on school safetyincluding surveillance equipment significantly impacted perceptions of safety. However, administrators should consider the impact of school culture when implementing these new changes.