Positive School Research Articles

POSITIVE PSYCHOLOGY, POSITIVE SCHOOLING AND RABINDRANATH TAGORE’S EDUCATIONAL IDEAS

The concept of Positive Psychology is comparatively new in the realm of psychology. It is related to the happiness of an individual or a group. Happiness or the frequent positive affective state of mind also impacts mental well-being and, hence, an individuals mental health and development. The educational system developed by Rabindranath Tagore in Santiniketan dated back to 1901 in the form of a Brahmacharya Vidyalaya had the prime aim of joy of mind of the students. Closeness to nature, classes in the open air, multidimensional curriculum were some of the significant principles of the educational institution established by a Rabindranath Tagore. All these principles certainly aim to strengthen the students happiness base. More than a century before, Tagore had applied these principles of positive psychology to his educational experiments. The present study is a humble effort to trace Tagores educational efforts related to happiness, positive psychology, and positive schooling. KEYWORDS: Positive Psychology, Positive Schooling, Rabindranath Tagores educational Practices

Contribution of Principal Leadership and School Climate to the Performance of Junior High School Teachers in Padang City

Effective educational leadership and a positive school climate are crucial determinants of teacher performance. This research aims to elucidate the contribution of principal leadership and school climate to the performance of state middle school teachers in Padang City. The population for this study comprised all state junior high school teachers in Padang City, totaling 1,058 individuals. A sample of 158 teachers was selected using cluster random sampling techniques. Employing a quantitative correlational approach with an ex-post facto research design, this study analyzed the collected data to determine the relationships between the variables. The results indicate that principal leadership contributes 22.3% to teacher performance, while school climate contributes 68%. Together, principal leadership and school climate account for 62.7% of the variance in teacher performance. The overall teacher performance score was 83.46%, categorized as good. Principal leadership scored 84.16%, also in the good category, and school climate scored 84.66%, deemed conducive. These findings underscore the significant impact of leadership and environmental factors within schools on enhancing teacher performance, suggesting that targeted improvements in these areas could substantially elevate educational outcomes.

Parent-adolescent conflict and problematic internet use among Chinese adolescents: the mediating role of depression and the moderating role of school climate

BackgroundProblematic Internet use (PIU) may lead adolescents to physical, emotional, social, or functional impairment due to the risky, excessive, or impulsive internet use manner. How do the experiences of adolescents influence them using the internet in a problematic manner? The answer to this question is the key to preventing and intervening PIU of adolescents. To address this question, we focus on the interactions among family (parent-adolescent conflict), school (school climate), and individual factors (PIU, depression), exploring the influence factors of PIU.MethodsA moderated mediation model was constructed to explore the relationship between variables. Using a two-wave longitudinal design with a six-month interval between timepoints, this study collected data from 801 Chinese adolescents (411 boys, Mage = 14.68) by questionnaires. Path analysis was employed to test the model and participants’ age, sex and baseline were controlled.ResultsParent-adolescent conflict at Time 1 (T1) was positively related to PIU at Time 2 (T2) in adolescents. Depression at T2 mediated the relationship between parent-adolescent conflict at T1 and PIU at T2. School climate at T2 significantly moderated the mediation effect of depression on the relationship between parent-adolescent conflict at T1 and PIU at T2. Specifically, positive school climate could significantly weaken the negative effect of depression on PIU for adolescents with low level of depression.ConclusionsThe present study reveals that parent-adolescent conflict leads to PIU in adolescents through depression whilst the school climate moderates the impacts of depression on PIU. This adds further evidence regarding the significance of systematically and consistently incorporating family and school in the alleviating of problem behaviors displayed by teens.

School climate: Using a person–environment fit perspective to inform school improvement

Strong and consistent findings suggest that a positive school climate is related to improved student outcomes. However, assessment of the school climate rarely considers the environmental fit (or misfit) between individuals' actual or lived experiences and their preferred environment. This study drew on a person-environment fit perspective to examine whether: students’ experiences of the school climate (actual environment) differed from their views of their ideal school climate (preferred environment); the views of the actual and preferred environment differed between schools; and the actual–preferred discrepancy (as a measure of the environmental fit) was related to student wellbeing, resilience and reports of bullying. The results from the analysis of data collected from 993 upper primary school students suggest that outcomes were enhanced when the perceived environment more closely matched the preferred environment. Our study’s findings support using a person-environment fit perspective alongside a socio-ecological approach to inform strategic decisions for school improvement efforts.

School Heads’ Psychosocial Behavior and Resiliency towards Positive School Culture

School Heads’ Psychosocial Behavior and Resiliency towards Positive School Culture

Factors Affecting Autistic Students’ School Motivation

Factors Affecting Autistic Students’ School Motivation

A systematic literature review of research examining the impact of citizenship education on active citizenship outcomes

AbstractThis article reports on a systematic review of the evidence concerning the impact of citizenship education, specifically focusing on the effect of different teaching activities on a range of active citizenship outcomes. It provides a narrative synthesis of 109 articles in peer reviewed journals, representing a wide range of methodological approaches. The review was undertaken for a teacher audience and the research team identified four themes with practical implications. First, we discuss the significance of school ethos and distinguish between distinctive aspects of ethos in the literature including relationships between students and teachers, values and behaviours. Second, we explore some of the characteristics of successful projects, including detailed consideration of the type of projects selected for action by young people, the role of teachers, and the duration of projects. This discussion suggests that, whilst full project cycles (involving students identifying and researching areas for action and devising, implementing and reviewing action plans) are valuable, there is also evidence to suggest that short, partial projects may be easier to implement and still secure comparable benefits. Third, we consider the evidence about whether and how citizenship education can have some compensatory effect, closing the civic gap between different groups of young people. In the fourth theme we consider the wide range of teaching strategies which have been demonstrated to have some success in practice.Context and implicationsRationale for this studyThis literature review was undertaken on behalf of a teacher's organisation to consider the evidence base for citizenship education.Why the new findings matterThe review demonstrates the breadth of evidence for the positive impact of citizenship education and highlights several avenues for further exploration relating to school ethos, action projects and reducing inequalities.Implications for researchers and educational institutionsImplications for practice relate to the importance of how students perceive the ethos of the school as a whole, as well as their experiences when learning citizenship. This has specific implications for school leaders whose support is required to nurture a positive school ethos (beyond the formal curriculum). Implications for citizenship teachers include making use of short, partial active citizenship projects more routinely; and adopting strategies for closing the civic gap. Researchers are urged to move beyond large‐scale surveys to explore longitudinal studies in specific contexts to track impacts over time for different students.

Serious suicidal thoughts, suicide plans, and mental health service use among youth during the COVID-19 pandemic

Using the 2021 U.S. National Survey on Drug Use and Health youth sample (N = 10,702, ages 12–17), we examined the prevalence and corelates of serious suicidal thoughts (SST) and of suicide plans and mental health service use among those with SST during the COVID-19 pandemic. Of all youth, 12.8 % reported SST and 16.7 % were unsure or refused to answer the SST question. The latter youth were more similar to those with than without SST in mental health status. Of youth with SST, 43.1 % made suicide plans and 56.6 % used any mental health services. Multivariable analysis showed that clinical factors (major depressive disorder, substance use disorder, self-perceived negative mental health effects of the COVID-19 pandemic), female sex, and non-metropolitan residence were associated with higher likelihood of SST. Positive home and school experiences were associated with a lower likelihood of SST and suicide plans, but higher likelihood of any mental health service use among those with SST. Black and Hispanic youth and youth in small metropolitan areas were significantly less likely to have used any mental health services. Our findings have important implications for improving access to mental health services for youth with SST, especially minoritized youth and those in non-metropolitan areas.

The effect of teacher leadership and school climate on students’ learning outcomes

Student learning outcomes can be influenced by several factors. Some of them are teacher leadership and school climate factors. This study aims to determine the significance of teacher leadership and school climate on student learning outcomes. The method used in this research is a survey research method. The population from this research includes all class X students at Cendrawasih Catholic High School.There are 106 students in class X and consisting of 46 female students and 60 male students. Sampling in this study was carried out by means of simple random sampling. The sample size was determined using Issac & Michael’s table. Sampling of this study were 84 and consisting of 38 female students and 46 male students. Data collection techniques in this study were questionnaires and documentation. The data obtained were then analyzed using the Multiple Linear Regression analysis technique. The results of this study indicate that teacher leadership and school climate simultaneously have a positive and significant influence on the learning achievement of Class X Cenderawasih Catholic High School students in the subject of Catholic Religious Education as indicated by the values of the regression coefficients and correlation coefficients which are positive. The implication of this research is to provide enlightenment to all teachers and everyone involved in the world of education that creating a positive school climate and good teacher leadership will have a very good impact on student learning outcomes.

Assessing the Role of Organizational Behavior in Secondary School Management in Nigeria

Organisational behaviour in Nigerian secondary school management is examined in this essay. Nigeria faces many obstacles that make it hard to provide empowering, sustainable secondary education to the young. Insufficient federal, state, and local financing is education's biggest issue. Between 1997 and 2000, federal education spending was below 10% of total spending. According to the paper, secondary school organisational conduct is a major issue that can be addressed by vivid organisational observation. Secondary school settings have numerous perspectives and backgrounds, making it difficult to modify rapidly. However, school management can employ organisational behavioural theories to minimise this. If school administration understands organisational behaviour, kids can succeed. Secondary school administrators should also know how to manage and build strong relationships with students and parents for a positive school climate and to fulfill educational goals. Organisational behaviour helps school administrators motivate staff and pupils to succeed. Keywords: Development, Educational goals, Organizational behaviour, School administrator, Secondary school managemen

Promoting a thriving school community: Investigating the effectiveness of positive psychology interventions for improved teacher-student and staff relationships: A critical review

Promoting a thriving school community: Investigating the effectiveness of positive psychology interventions for improved teacher-student and staff relationships: A critical review

Trajectories of peer victimization among left-behind children in rural China: The role of positive school climate.

Left-behind children are likely to experience peer victimization, which can have detrimental consequences in their developmental outcomes. Yet, limited longitudinal research have examined peer victimization trajectories over time or the factors associated with left-behind children in China. The purpose of the present study was to examine what, if any, distinct trajectories of peer victimization exist among left-behind children and whether these trajectories are related to school climate, left-behind status, and their interactions. Participants were 853 Chinese left-behind children (Mage = 14.25, SD = 2.39; 43.4% girls) who participated in a four-wave longitudinal study conducted in rural China. Participants reported school climate (indexed by safety and order, acceptance and support, equality and fairness, autonomy and cooperation) at T1 and peer victimization across T1 to T4 spanning 2 years. Latent class growth analyses identified four peer victimization trajectories, including a stably low-decreasing group, a moderate-decreasing group, a high-decreasing group, and an increasing group. Multinomial logistic regression analyses revealed that children who perceived more positive school climate were more likely to exhibit a stably low-decreasing trajectory compared to the other three groups. In addition, among left-behind children who perceived more positive school climate, children with single-parent migrating were more likely to be members of the stably low-decreasing group as compared to those with both-parent migrating. Peer victimization among left-behind children is a concern especially for those who were left behind by both parents and perceived less positive school climate. Targeted school-based interventions and services focused on reducing peer victimization and improving school climate are needed for left-behind children, especially those with both-parent migrating.

Childhood maltreatment and alcohol and tobacco use trajectories in rural Chinese adolescents

BackgroundThere is a high prevalence of childhood maltreatment among Chinese children and adolescents, but little is known about its impact on alcohol and tobacco use trajectories and how positive school and neighborhood environments moderate the associations. The objective of this study was to assess the association between multiple forms of childhood maltreatment and longitudinal alcohol and tobacco use trajectories, and to assess the possibility that perceived connections to school and neighborhood moderate these associations.MethodsThis longitudinal cohort study included 2594 adolescents (9 to 13 years) from a low-income rural area in China. Childhood exposure to abuse and neglect was assessed using the Childhood Trauma Questionnaire. Participants reported past-month alcohol and tobacco use at three time points over 1 year.ResultsGrowth curve models revealed that childhood sexual abuse was associated with a higher risk of past-month drinking (OR = 1.53, 95% CI 1.19–2.03, p < 0.001) and smoking (OR = 1.82, 95% CI 1.30–2.55, p < 0.001). Neglect was associated with a higher risk of past-month drinking (OR = 1.52, 95% CI 1.06–1.90, p < 0.05) and smoking (OR = 2.02, 95% CI 1.34–3.02, p < 0.001). None of the maltreatment forms predicted a faster increase in either drinking or smoking. These associations were found independent of personal, family, and contextual characteristics. School and neighborhood connection moderated the association between physical abuse and past-month drinking, such that physical abuse was associated with a greater risk of drinking only for youth who perceived low school or neighborhood connections.ConclusionsFindings demonstrate the importance of early experiences of childhood maltreatment for adolescent alcohol and tobacco use. Enhancing school and neighborhood connectedness for physically abused youth may help protect them from alcohol use.

Disentangling Support for Violent and Non-violent Radicalization among Adolescents: A Latent Profile Analysis.

Although support for violent and non-violent radicalization can co-occur, only a few adolescents who support non-violent radicalization also support or engage in violent acts. Yet, little is known about what factors are associated with adolescents' paths towards or away from violent and/or non-violent radicalization. Within a socio-ecological and positive youth development framework, this study investigates profiles of support for violent and non-violent radicalization among adolescents attending high schools in Quebec (Canada) and whether such profiles are differently associated with experiences of social adversity, school-, family- and peer-related factors and psychological distress. Adolescents (N = 1911; Mage = 15.7; SDage = 0.98; 48.7% girls) completed an online survey during school hours. A Latent Profile Analysis on scores of support for violent and non-violent radicalization was conducted. A multinomial logistic regression was used to explore the associations between profiles and variables of interest. We identified six profiles of adolescents. The heterogeneity of profiles suggested multiple and complex combinations of support for violent and non-violent radicalization as well as their co-existence in some but not all profiles. Adolescents who reported less discrimination, more positive school experiences and more family support were less likely to belong to profiles that supported violence. Primary prevention efforts in the field of support for violent radicalization must adopt a socio-ecological and social justice approach and consider the diversity of adolescents' profiles, attitudes and experiences.

Traditional bullying, cyberbullying, and subjective well-being post-COVID-19 in Indonesia

Previous research has highlighted bullying as a significant issue in Indonesia, with a notable increase in cyberbullying among adolescents during the COVID-19 pandemic, adversely affecting their psychological well-being. However, there has been limited discussion on bullying in the post-COVID-19 era. This study has three aims. The first is to examine the subjective well-being (SWB) of children who have either experienced bullying or have not been bullied after the pandemic. The second is to assess the occurrence of both traditional bullying (involving siblings and at school) and cyberbullying in Indonesia following COVID-19. The third aim is to investigate the factors linked to these forms of bullying post-pandemic. The participants were middle school students (N = 943; 57.2% girls, 45.0% in grade 7). The Children's Worlds Subjective Well-Being Scale with five items (CW-SWBS5) was employed to assess children's SWB. Separate measures were utilized for traditional and cyberbullying. Six factors—family, school climate, personal satisfaction, friendships, safety, and social media usage—were analyzed as independent variables using linear regression to determine their impact on bullying forms. The structural equation model (SEM) was applied to evaluate how these bullying types affect SWB. The findings revealed that sibling bullying and cyberbullying significantly influenced children’s SWB, with girls reporting lower SWB scores than boys. Cyberbullying emerged as the most prevalent form of bullying post-pandemic. A positive school climate was found to shield children from bullying. Cummins' theory of well-being homeostasis was employed to interpret the results. This study also discussed implications for educators and parents.

School Climate and Teachers’ Work Engagement in Misamis Oriental: Basis for Development Plan

This study explores the intricate relationship between school climate and teachers' work engagement in the Central Schools of the Department of Education (DepEd), Division of Misamis Oriental. The research establishes a foundational framework for targeted development plans, asserting that a positive school climate significantly influences teachers' work engagement across Cognitive, Emotional, and Physical domains. The investigation involved 287 public central elementary schools within the Division, employing patterned and modified questionnaires. Findings reveal the pivotal role of Teacher I positions and Grade 6 teachers in fostering higher engagement levels, influenced by teaching experience and educational background. Professionalism emerges as the highest-rated school climate dimension, indicating educators' commitment, while Physical Engagement stands out in teachers' work engagement. Significantly, relationships exist between school climate dimensions and work engagement aspects. The study identifies differences in work engagement based on positions, emphasizing the importance of the highest educational attainment as a predictor in cognitive work engagement. Conclusions underscore the significance of early exposure to professional standards, recommending targeted leadership training, teacher engagement in professional development, and exploration of interventions to enhance collegial leadership and collaboration. Ultimately, prioritizing these aspects is crucial for fostering a positive school climate and optimizing teachers' work engagement.

Resilience Development of Swiss Adolescents: A Convergent Mixed-Methods Approach

Introduction: We applied a convergent mixed-methods research design, focusing on data from Swiss students to identify patterns of resilience development in high school. Method: The study consisted of an online longitudinal survey conducted in two waves, in autumn 2019 (n = 377 grade seven) and spring 2021 (n = 257 grade eight). By combining latent transition analysis (LTA), a person-oriented quantitative method, and qualitative content analysis, we detected four resilience patterns. Results: The longitudinal survey revealed a decrease in the “blooming” pattern (students who displayed high levels of individual and social support indicators as well as satisfaction with their grades and academic success measures) over time and, on the other hand, an increase in the “challenged” pattern, suggesting larger numbers of students with low levels of social support and academic success. Additionally, qualitative interviews were conducted with four students from the sample. These interviews provided insights into the stressors; coping experiences, skills, processes, and resources; and outcomes related to resilience. Discussion: The analysis revealed key factors contributing to resilience, including empowering experiences, supportive individuals, self-help as a prioritized resource, and a positive school environment. Merging the data has elicited various claims such as improving both home and school environments, along with focusing on elaborating their interplay, is the most efficacious approach to bolstering resilience.

The Influence of Psychosocial Factors on the Successful Formal Education Trajectories of Young Spanish People in Vulnerable Situations.

Young people in vulnerable situations tend to have more difficulties realizing successful formal education trajectories. It is extremely important to conduct studies that explore the key dimensions that can help young people overcome the conditioning of vulnerable situations, assisting in the achievement of academic success. According to the existing literature, one of these key dimensions is psychosocial well-being. Thus, this qualitative research aims to identify and analyze psychosocial factors that favor successful school pathways among young people in vulnerable situations. Through a case study approach, 12 in-depth interviews were carried out with 12 young Spanish people who not only have a vulnerable background but also successful formal education trajectories. The data were explored through qualitative content analysis-NVivo11. The results revealed that young people generally associate their successful educational trajectory with the positive impact of psychosocial factors, such as the following: positive caregivers' valuation of formal education and positive school experiences and support networks. Young people also point to many negative school experiences that have been overcome via positive attitudes and individual protective factors. The youngsters suggest changes in the educational system and teachers' skills in order to improve the levels of psychosocial support in formal education contexts. The study's implications and limitations and recommendations for future research are discussed.

Leading the Leader: Positive and Resilient Leadership (PRL) in Urban Public Schools through Filipino Public-School Teachers’ Metaphorical Perspectives

Positive leadership and resilient leadership are two types of leadership that share several commonalities, both of which seemingly respond and offer suitability to the unpredictable and volatile landscape and requirements of the times. While separately, there has been substantial empirical work on positivity and resilience in leadership, no study has been undertaken to combine both so that one type of leadership, i.e. Positive and Resilient Leadership (PRL), can emerge. Further, positivity and resilience in leadership have so far remained understudied among public organizations, particularly in urban public schools, a sector that considers ineffective leadership as among the major problems that hinder the quality of public education. Also, while previous studies have focused on such leadership from the perspective of school leaders, there remains a dearth of literature on understanding it from the standpoint of those being led, such as the teachers. To fill these gaps, this study examined the possible nature and characteristics of PRL by employing qualitative content analysis and thematic analysis in an attempt to (a) determine the metaphors Filipino teachers in urban schools use to describe leadership that is both positive and resilient, (b) identify how these metaphors capture the traits of positive and resilient school leaders in these schools, and (c) explore various situational practices of PRL in the Philippine urban public school sector. Findings showed five (5) categorizations of metaphors that were drawn from the responses of the public school teachers, indicating how PRL can provide them P.O.W.E.R., i.e. positivity, opportunity, wisdom, empathy, and reinforcement in six (6) aspects of school management, namely: (a) planning and implementation of school policies, programs, activities, and projects, (b) decision-making, (c) personnel management, (d) implementation of innovation and change, (e) resource generation and utilization, and (f) communication within and outside the organization that could improve urban public school teachers performance and well-being.

Dynamics of School Management and Its Translations into School Climate

The study is grounded on Social Capital Theory and Ecological Systems which was introduced by Robert Putnam and Urie Bronfenbrenner. Through the multiple-case study among 27 participants from different secondary schools, the researcher explored participants’ experiences with the development of a positive school climate. In determining the themes of the study, the researcher utilized Braun &amp; Clarke (2006) Six-phased Thematic Analysis and Multiple Cross-Case Analysis by Miles &amp; Huberman (1994). Results indicated that school management practices such as Teaching and Learning, Institutional Environment and Relationships are important considerations in building a positive school climate.