Influence Of School Climate Research Articles

Understanding school climate, aggression, peer victimization, and bully perpetration: contemporary science, practice, and policy.

Existing scholarship suggests that classroom practices, teacher attitudes, and the broader school environment play a critical role in understanding the rates of student reports of aggression, bullying, and victimization as well as correlated behaviors. A more accurate understanding of the nature, origins, maintenance, and prevalence of bullying and other aggressive behavior requires consideration of the broader social ecology of the school community. However, studies to date have predominantly been cross-sectional in nature, or have failed to reflect the social-ecological framework in their measurement or analytic approach. Thus, there have been limited efforts to parse out the relative contribution of student, classroom, and organizational-level factors. This special topic section emphasizes a departure from a focus on student attitudes and behaviors, to a social-contextual approach that appreciates how much features of the school environment can mitigate or perpetuate aggression. This collection of articles reflects innovative and rigorous approaches to further our understanding of climate, and has implications for theory, measurement, prevention, and practice. These studies highlight the influence of school climate on mental health, academic achievement, and problem behavior, and will hopefully stimulate interest in and further scholarship on this important topic.

How Students’ Perceptions of the School Climate Influence Their Choice to Upstand, Bystand, or Join Perpetrators of Bullying

The authors of this article, Silvia Diazgranados Ferráns and Robert Selman, use an emergent framework to explore how the rules of the school culture at different perceived school climates affect early adolescents’ decisions to upstand, bystand, or join the perpetrators when they witness peer aggression and bullying. Through a grounded theory approach, they revisit interview data from twenty-three eighth graders in four middle schools, with the aim of building on previous research and refining their theoretical framework to guide future research on bullying. The authors identify four school-level indicators that are salient in students’ perceptions of their school climate—safety, order, care, and empowerment—and examine how these indicators combine to configure three types of perceived school climates—negligent, authoritarian, and cohesive. They explore how these perceived school climates influence adolescents’ choice of strategy when they witness bullying in school and document a set of student recommendations about what schools can do to prevent bullying.

KEPRIBADIAN, KOMUNIKASI, KELOMPOK TEMAN SEBAYA, IKLIM SEKOLAH DAN PERILAKU BULLYING

Abstract Nowadays, bullying is common among students. Previous researches explored the causes and the effect of bullying among students. This research was aimed to explore the role of personality, communication, peer and school climate to bullying among senior high school students in Gorontalo. The subjects were 103 students. Data was collected through personality scale, communication scale, peer influence scale, school climate scale and bullying scale. This research was quantitative research with regression analysis. A research result shows that personality, communication, peer and school climate influence bullying among senior high school students in Gorontalo. Keywords: bullying, communication, peer, personality, school climate

The influence of school climate towards counselor's self-efficacy

The purpose of this research is to specify whether there is any influence of school climate towards counselor's self-efficacy. The subject of this research consists of 100 counsellors that were chosen randomly in secondary school in Malaysia. The instrument use for the research is based on questionnaire which is containing 3 sections. Section A contains of respondent background. Section B contains of “School Level Environment Questionnaire” (SLEQ). Section C contains of questionnaire regarding “School Counsellor Self-Efficacy Scale” (SCSE) and Section D contains of “Counselling Self-Estimate Inventory” (COSE). Pearson Product Moment Coefficient and Vicariate Linear Regression were used to analyze the data. The finding shows there is a significant relationship between school climate and counsellor's self-efficacy. The Vicariate Linear Regression Analysis also showed that the school climate was a significant predictor towards counsellor's self-efficacy. Pertaining to the research findings, several implications and recommendations were put forward.

The walls still speak: the stories occupants tell

PurposeAccompanying the recent concern for the quality of our nation's educational infrastructure, a growing body of research connects the quality of school facilities to both student outcomes including achievement, behavior, and attitude as well as to teacher attitude and behavior. Less is known about the mechanisms of these relationships. This paper aims to examine the link between school building quality and student outcomes through the mediating influence of school climate. Results build upon those of a recent study that confirmed a link between the quality of school facilities and student achievement in both English and Mathematics, as well as the mediating role of school climate. This qualitative follow‐up study explores the complicated intricacies of how a school building's physical properties influence teaching and learning.Design/methodology/approachThe study is structured according to a collective, instrumental case study design. Individual, focus group, walk‐through and photo‐interviews, as well as observations inform the inquiry. Two high‐poverty schools are identified from the earlier quantitative study because the ratings of the quality school facilities by their faculties fall within the upper quartile. These two schools, one urban and one rural, are selected purposefully for this study, maximizing learning from cases rich in information.FindingsResults of the research indicate that ongoing interactions between the original design, the day‐to‐day reality of the built environment, and the occupants of that environment help to define the learning climate of these schools. Reciprocally, the climate helps to shape the interactions that take place, fostering environmental understanding, competence and control and supporting academic learning. From the data, several broad themes related to building quality emerge as central to this interaction between the built environment and building occupants, including movement, aesthetics, play of light, flexible and responsive classrooms, elbow room, and security.Originality/valueThrough the stories told by occupants of these two schools, we gain further understanding of the interactions between certain building conditions and design features and how these reinforce and enhance the social environment of school, helping to foster a sense of belonging within a place, a sense of control and competence, and a sense of collective commitment to the place and its purposes. As school designers balance considerations of durability with flexibility, the voices of these occupants may serve to argue for the inclusion of design features that allow occupants some measure of control over comfort and use factors. The broad themes related to building quality that emerge from the data include movement, aesthetics, the play of light, flexible and responsive classrooms, elbow room, as well as safety and security.

The Influence of School Climate on L2 Teachers’ Useof Computer Technology

The Influence of School Climate on L2 Teachers’ Useof Computer Technology

LGB and questioning students in schools: the moderating effects of homophobic bullying and school climate on negative outcomes.

Lesbian, gay, and bisexual students (LGB) and those questioning their sexual orientation are often at great risk for negative outcomes like depression, suicidality, drug use, and school difficulties (Elliot and Kilpatrick, How to Stop Bullying, A KIDSCAPE Guide to Training, 1994; Mufoz-Plaza et al., High Sch J 85:52-63, 2002; Treadway and Yoakam, J School Health 62(7):352-357, 1992). This study examined how school contextual factors such as homophobic victimization and school climate influence negative outcomes in LGB and questioning middle school students. Participants were 7,376 7th and 8th grade students from a large Midwestern county (50.7% Female, 72.7% White, 7.7% Biracial, 6.9% Black, 5.2% Asian, 3.7% Hispanic, and 2.2% reported "other"). LGB and sexually questioning youth were more likely to report high levels of bullying, homophobic victimization, and various negative outcomes than heterosexual youth. Students who were questioning their sexual orientation reported the most bullying, the most homophobic victimization, the most drug use, the most feelings of depression and suicidality, and more truancy than either heterosexual or LGB students. A positive school climate and a lack of homophobic victimization moderated the differences among sexual orientation status and outcomes. Results indicate that schools have the ability to lessen negative outcomes for LGB and sexually questioning students through creating positive climates and reducing homophobic teasing.

Student achievement and elementary teachers’ perceptions of school climate

Teachers’ perceptions of school climate in 59 elementary schools were assessed using a modified version of the School-Level Environment Questionnaire (SLEQ). Using structural equation modelling, a statistically significant, positive relationship was found between school mean teachers’ perceptions of school climate and school mean student achievement. A second model showed that school and community context variables mediated that relationship. In schools in high socioeconomic status (SES) communities, the influence of school climate on student achievement was stronger than it was for schools in lower SES communities. Recommendations for further examination of the relationships are also made.

Developmental model of democratic values and attitudes toward social actions

This article presents the Cyprus results, and proposes a model of home environment and school climate on the social participation of ninth graders based on the IEA 1999 CIVIC education study data. This study examined ninth graders’ participation in social actions by means of a questionnaire; the data were analyzed using structural equation modeling methodology (LISREL). The objective was to design a model, using two exogenous constructs—the home environment and school climate, and four endogenous constructs—political interest of the student, political environment of the student, democratic values and social participation of student in social actions. The study demonstrated that political interest and school climate influence political interest and political environment and these endogenous factors influence democratic values of the students. Finally democratic values influence social participation of students in social actions.

Organizational Climate and Student Achievement: A Parsimonious and Longitudinal View

Health and openness metaphors are used to develop measures of organizational climate. In addition to socioeconomic status, Environmental Press, Collegial Leadership, Teacher Professionalism, and Academic Press are aspects of climate that make significant, independent contributions to student achievement in basic skills and explain a substantial amount of the variance. Moreover, the influence of school climate on achievement is enduring over several years. The proposed climate framework underscores important linkages between the institutional, managerial, technical, and client levels in service organizations such as schools.