School Climate Research Articles

Relations between school climates and bullying behaviors in Chinese adolescents: The mediating role of prosocial tendency

This research investigated the relationships between school climates and bullying behaviors in Chinese adolescents, and tested the mediating effect of prosocial tendency according to the seesaw effect. School climates were operationalized using three constructs: subjective diversity of student development goals, teacher support, and peer trust. Bullying behaviors included traditional (i.e., physical, nonphysical, and relational) and cyber bullying behaviors. We recruited 538 adolescents from three schools in Beijing, China (286 girls, 252 boys; average age = 12.47) and asked them to fill out the surveys measuring school climates and prosocial tendency at the outset and to report school bullying behaviors three months later. The results showed that subjective diversity of student development goals and peer trust were directly associated with less cyber bullying behavior. Moreover, teacher support and peer trust were indirectly associated with less traditional bullying behaviors via prosocial tendency. Our findings extend the existing literature on the relationships between school climates and bullying behaviors by incorporating different types of bullying behaviors, concentrating on Chinese adolescents from a cultural viewpoint, and tapping into the underlying mechanism via revealing prosocial tendency as a mediator. Theoretical and empirical contributions of this study, as well as practical implications are discussed.

Beyond Personal Factor: A Multilevel Analysis for Predicting the Effect of Moral Self-regulation and School Climate on Muslim Adolescent Aggressivity

Aggressive behaviors among adolescents have been increasingly observed in Indonesian Islamic boarding schools (pesantren), garnering significant attention due to their incongruity with the schools' ethos. Addressing these behaviors in pesantren requires a different approach from mainstream schools due to their unique characteristics. This study investigates the impact of moral self-regulation and school climate on aggressiveness among Muslim adolescents, using a multilevel analysis that considers both individual and institutional factors within the educational setting as units of analysis. This quantitative study involved 428 participants (mean=16.45, SD=1.01) both males and females from ten pesantren in three provinces in Indonesia selected using convenience sampling. Data were collected using the modified version of the aggressivity scale, moral self-regulation scale, and school climate scale. They were analyzed using multilevel regression analysis techniques with the aid of the R lmerTest program. An initial evaluation of the need for multilevel analysis was done by checking the significance of the Likelihood Ratio Test (LRT) results for the Intercept models and Intraclass correlation (ICC) above 5%. LRT and Akaike Information Criterion (AIC) were used as the selection criteria for the best hierarchical models involving random intercepts and random slopes. The study found that better moral self-regulation in students significantly reduces adolescent aggressivity. Additionally, a positive school climate helps prevent aggressive behavior among students. Addressing aggression in Muslim adolescents in Indonesia requires focusing on both individual and school factors that promote positive behavior, emphasizing the importance of moral self-regulation and a supportive school environment.

Relationship quality in student-teacher-dyads: Comparing student and teacher determinants in multicultural classrooms

Teacher-student-relationship quality is associated with academic success and, among ethnic minority adolescents, it can promote positive intergroup relations. However, most research has studied student or teacher reports only and rarely accounted for ethnic classroom heterogeneity. This study investigated teacher-student-agreement on relationship quality in minority and majority student-teacher-dyads and tested predictors of relationship quality in adolescence. The sample comprised 309 minority (Mage = 12.99, SD = 1.30) and 200 majority adolescents (Mage = 13.50, SD = 1.56) and their 28 majority teachers (Mage = 45.82, SD = 11.50). Teachers reported higher relationship quality than students. Correlations in student-teacher-dyads were similar for minority and majority students. A better school climate, teachers’ awareness of social heterogeneity and culturally responsive teaching predicted relationship quality in student reports, whereas teaching enjoyment predicted relationship quality in teacher reports. In minority dyads, higher student socioeconomic status (SES) and lower levels of discrimination were additional predictors for relationship quality in both student and teacher reports. Findings suggest different processes in how minority and majority student-teacher-dyads evaluate relationship quality.

Implementasi Kepemimpinan Kepala Sekolah dalam Pendidikan Karakter (Studi Kasus Di SMP Negeri 2 Pammana)

This research discusses the implementation of school principal leadership in character education. The method used is a library research approach. Literature study involves collecting data, reading, taking notes, and processing research materials. Based on data and research results conducted by researchers, the Implementation of Principal Leadership in Character Education at SMP Negeri 2 Pammana is implemented as follows: firmness and discipline, the leadership role of the principal as a motivator, creating a conducive school climate and culture; and the example of the school principal. The conclusion is that character formation is the development of knowledge and action. Keywords: Implementation, Leadership, and Character Education

Predictive Model on Leadership Skills of School Heads towards School Climate in Cluster 3, Davao City Division

The purpose of the study was to determine which combination of leadership skills (administrative skills, interpersonal skills, and conceptual skills) best predicts the school climate in Sta. Ana District, Davao City Division. A total of Seventy-four teachers were utilized as the respondents of the study using Tabachnick and Fidell (2007) calculation of sample size in running regression analysis. The study utilized a descriptive-correlational design. An adapted survey questionnaire was utilized, which centered on the leadership skills of school heads and the school climate. The results showed that school heads' administrative leadership skills were moderate, their interpersonal skills received a high mean rating, and their conceptual skills received a moderate mean rating. Moreover, the school climate in Cluster 3, Davao City Division, received a high mean rating for protecting instructional time, maintaining high visibility, and promoting professional development. Meanwhile, developing and enforcing academic standards has a mean score equivalent to moderate. According to the analysis results, the school head's leadership skills, namely administrative skills, interpersonal skills, and conceptual skills, best predicted the school climate in Cluster 3, Davao City Division. Further, the result indicates that for every unit increase in the three domains of leadership skills of school heads, the school climate will increase by holding other factors constant. Thus, this study recommends school heads prioritize improving their resource allocation abilities through targeted training and development efforts. They should also continue to build a friendly and collaborative classroom atmosphere, drawing on their demonstrated interpersonal skills.

Understanding the Multiple Influences on Black Parents' School Involvement: A Longitudinal Perspective.

This study explores longitudinal influences of various factors on Black parents' involvement in their children's education. Guided by Hoover-Dempsey & Sandler's Model of Parent Involvement, this research examines whether parents' school climate perceptions, attitudes about involvement, self-efficacy, and children's academic performance predict parent involvement over time. Utilizing data from the Maryland Adolescence in Context Study with a sample of 560 Black parents, we found that positive school climate perceptions and favorable attitudes towards involvement significantly predict increased parent involvement in later years. The results underscore the importance of supportive school environments and parent attitudes in fostering their involvement.

Running Late: Student Commutes and High School Tardiness in Baltimore City

In this study, we use estimated public transit routes for high school students in Baltimore City to predict the number of days they are late during the school year. We find that after adjusting for individual and school characteristics, school preferences, and neighborhood fixed effects, total travel time and transit use are not predictive of tardiness, but requiring a bus transfer is. These estimates do not vary by student or school characteristics, indicating that this is a general phenomenon that has more to do with system-level reliability than individual motivation or school climate. These findings highlight the hidden costs imposed on some students who wish to leave their neighborhood and travel across town for better educational opportunities.

Effect of Educational Leadership Practices on Education Quality in Secondary Schools in South Sudan

This study examines the effect of educational leadership practices on the education quality of secondary schools in South Sudan. A mixed-methods approach, combining qualitative and quantitative research methods, was employed to gather data from 350 students through questionnaires and interviews. The results of the regression analysis revealed a significant positive relationship between educational leadership practices and education quality. Specifically, strong communication skills, an effective decision-making style, instructional leadership, and a positive school climate and culture on the part of the educational leadership were associated with higher levels of education quality. The study underscores the importance of educational leaders prioritizing the development and enhancement of their leadership practices to support education quality for student success. Recommendations include providing targeted training and professional development opportunities for leaders to improve their leadership skills and creating a supportive and collaborative school environment that values effective educational leadership practices. By investing in educational leadership development and ensuring they have the necessary skills and resources, all stakeholders can help improve education quality for the best academic outcomes for students in South Sudan. The findings of this study contribute valuable insights for educational institutions and policymakers aiming to enhance education quality through effective educational leadership practices.

Could school climate moderate the relationship between school bullying patterns and academic burnout in Chinese adolescents: A large cross-sectional study

ObjectivesStudents who are bullied not only affect academic performance, but also produce a range of psychological problems. The purpose of the present study was to investigate the association between school bullying and academic burnout among Chinese students, assuming school climate to play a moderating role in the aforementioned relationship. This study provides corresponding intervention strategies and reference data for the prevention and treatment of bullying in schools. MethodsThe data was obtained by a cross-sectional survey of 20,730 Chinese students from 23rd May to 23rd June 2022. Multiple linear regressions and Latent Profile Analysis (LPA) were used to examine the hypotheses. ResultsThis study revealed that all dimensions of school bullying and school bullying level (β = −0.09; 95 % CI, −4.946, −3.833) were associated with academic burnout. Verbal bullying (β = 0.15; 95 % CI, 1.689, 1.972) had the strongest association with academic burnout, followed by social (β = 0.14; 95 % CI, 1.496, 1.779) and physical bullying (β = 0.13; 95 % CI, 1.451, 1.734), while cyber bullying (β = 0.08; 95 % CI, 0.847, 1.127) had the weakest association with academic burnout. In addition, school climate can moderate the association between school bullying and academic burnout. Students who experienced school bullying and in bad school climate showed elevated levels of academic. LimitationsThis study used cross-sectional data, preventing us from drawing conclusions about causation. ConclusionsThe findings suggested that creating a harmonious school climate and reducing school bullying may effectively alleviate academic burnout caused by school climate and school bullying.

Cultivating teacher innovativeness through transformational leadership and teacher agency in schools: the moderating role of teacher trust

PurposeThis paper explores the relationship between transformational principal leadership and individual teacher innovativeness, considering the mediating role of teacher agency (TA) and the moderating role of teacher trust (TT).Design/methodology/approachWe employed structural equation modeling (SEM) using survey data collected from 676 teachers at 25 schools in Turkey.FindingsThe results indicated no direct correlation between transformational leadership (TL) and teacher innovativeness but revealed a significant and positive association between TL and teachers' agency, as well as between teachers' agency and innovativeness, suggesting that TA fully mediates the association between TL and teacher innovativeness. Additionally, teachers' trust positively influenced the link between principal leadership and teachers' innovativeness, with the impact of TL on teachers' innovativeness being stronger when trust levels were higher.Research limitations/implicationsThis study contributes to the literature, providing an understanding of the mechanisms through which leadership can exert an influence on teacher innovativeness.Practical implicationsThis study also suggests that the strength of the influence is likely to vary under different circumstances. Trust among teachers appears to play a key role in the effect of school leadership on teachers, particularly when aiming to support and sustain innovativeness.Social implicationsTrust-based relationships within a school are essential for school principals to influence innovative practices. We conclude that, in the absence of trust as a key component of school climate, achieving a comprehensive understanding of the role of school leadership in fostering teacher innovativeness seems unattainable.Originality/valueThis paper expands existing knowledge regarding the effect of TL in leading teacher innovativeness by indicating the indispensable role of TA and trust.

Model Interaksi antara Kebijakan Sekolah, Iklim Sekolah, dan Pembelajaran Agama Islam dalam Konteks Ketahanan Siswa

This research aims to build and confirm a conceptual interaction model between school policy, school climate, and Islamic religious learning in the context of student resilience. These four variables were tested by formulating six hypotheses. This research uses the Partial Least Squares Structural Equation Modeling (PLS-SEM) method to explore the interactive effects of school policies, school climate, and Islamic religious learning on student resilience. With a sample of 500 teachers and 500 students from Madrasah Aliyah Negeri in Bengkulu, this research used a validated questionnaire to measure these variables. Data were analyzed using the SmartPLS 4 application to evaluate measurement and structural models. The results of the analysis show that school policies have a positive and significant impact on student resilience with a coefficient of 0.212, a T value of 6.495, and a P value approaching 0.000; towards Islamic religious learning with a coefficient of 0.398, a T value of 14.137, and a P value approaching 0.000; and on school climate with a coefficient of 0.683, a T value of 22.063, and a P value approaching 0.000. School climate also positively and significantly impacts Islamic religious learning with a coefficient of 0.542, a T value of 19.079, and a P value of close to 0.000. It has a more minor but significant effect on student resilience with a coefficient of 0.164, a T value of 2.387, and a P value of 0.017. Islamic religious learning strongly impacts student resilience with a coefficient of 0.539, a T value of 10.580, and a P value approaching 0.000. In conclusion, these results confirm that the model built is well-structured and can be generalized. Keywords: Islamic Learning , School Policy, School Climate, Student Resilience

The mediator role of school climate in the relationship between instructional leadership behaviors of school principals and teacher autonomy

PurposeSchool principals should create a positive school climate through instructional leadership behaviors and support teacher autonomy to reach their ultimate goals. This study examines the relationship between the instructional leadership behaviors of school principals and teacher autonomy, testing the mediating role of school climate and the moderator role of teacher seniority.Design/methodology/approachThis cross-sectional study tests the relationships between the variables with structural equation modeling. By stratified sampling method, research data from 739 teachers in six central districts of Ankara during the 2022–2023 academic year.FindingsResults showed that school principals' instructional leadership behaviors, teacher autonomy, and perceptions of school climate were above average. The study also indicates that the instructional leadership behaviors of school principals are positive and significant predictors of teacher autonomy and school climate and that school climate is a positively significant predictor of teacher autonomy. Moreover, school climate partially mediates the relationship between instructional leadership and teacher autonomy, and teacher seniority has a moderator role.Research limitations/implicationsThis study is limited to the opinions of the teachers working in the official primary, secondary and general high schools in the districts of Ankara in the 2022–2023 academic year on the instructional leadership of the school principals, the teachers' perceptions of autonomy and the school climate. It has been observed that there is a relationship between the instructional leadership behaviors of school principals and teacher autonomy. It can be said that the instructional leadership behaviors of school principals support teachers to exhibit autonomous behaviors in instructional strategies and processes, curriculum, classroom management, professional development and communication.Practical implicationsIt is seen that the instructional leadership behaviors of school principals affect teacher autonomy through school climate. It can be said that with the instructional leadership behaviors of school principals, the school climate is more democratic, success-oriented, sincere, supportive of teacher leadership and transforming conflicts into an opportunity for school development, thus affecting teachers' areas of autonomy. We can say that with the development of teachers' autonomy, more effective instructional strategies and instructional processes are developed, the curriculum is transferred with more permanent teaching techniques, professional communication is transformed into collective actions and more comprehensive studies are planned and implemented.Originality/valueThis study will extend the literature by revealing the complex link between instructional leadership, teacher autonomy, school climate and teacher seniority. Furthermore, this study estimates how these complex interactions emerge in non-western cultures with centralized educational structures.

Exploring the mediating role of promoting school physical activity on the relationship between low socioeconomic status and academic achievement and school climate: evidence from 4,990 Chilean schools.

There is evidence that promoting school physical activity (PSPA) benefits children and adolescents, but little is understood about how this promotion may relate to academic achievement and school climate across varying levels of socioeconomic status (SES). Hence, the study aimed to address this knowledge gap by examining two main objectives: (1) determining the association between PSPA and academic achievement and school climate according to schools' SES and (2) exploring the potential mediating role of PSPA in the relationship between schools' SES and academic achievement and school climate. This cross-sectional study at the school level focused on 4,990 schools (including public, subsidized, and private schools) that participated in the National Educational Study 2018 (Chile), which was applied to primary schoolchildren (4th grade, aged 8-10 years). Schools were divided into non-PSPA (n = 4,280) and PSPA (n = 710) during the year 2018. Changes in academic achievement from 2017 to 2018 and school climate were considered. PSPA was associated with improvements in maths (low-SES OR: 1.80, p < 0.001) and reading (middle-SES OR: 1.45, p = 0.029; low-SES OR: 1.47, p < 0.001). The indirect effect (IE) showed that PSPA partially mediated the relationship between SES and academic achievement in reading (IE = 1.017; SE = 0.12; 95%CI, -1.27, -0.77), maths (IE = -1.019; SE = 0.12; 95%CI, -1.25, -0.78), and school climate (IE = -0.46; SE = 0.52; 95%CI, -0.56, -0.35). In conclusion, PSPA was linked to positive changes in academic achievement, especially among low SES, and PSPA presented a potential mediating role in the relationship between SES of schools and academic achievement and school climate.

Subjective Well-Being and Bullying Victimisation: A Cross-National Study of Adolescents in 64 Countries and Economies

Bullying is a recognised serious public problem affecting many students worldwide. Despite the well-established empirical evidence for the negative consequences of bullying on adolescents? mental and physical health and educational outcomes, little is known about the link between bullying victimisation and adolescents? subjective well-being. Moreover, empirical studies using comparative large-scale survey data are particularly scarce. This study explores this question using nationally-representative data from 329,015 adolescents across 64 high and middle-income countries and economies from the 2018 PISA survey. Two measures of subjective well-being were considered: overall life satisfaction and positive affect. Multilevel regressions were estimated at three levels (student, school, and country). Results showed that bullying victimisation was negatively and significantly related to overall life satisfaction and positive affect after controlling for a wide set of factors affecting subjective well-being. Moreover, this negative relationship was more pronounced for top performing students. Locally adapted intervention programmes are needed to tackle the issue of school bullying and foster positive school climate and student well-being. Practical and policy implications are discussed in detail.

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.

Facilitators and barriers for implementing the PALS school-wide positive behavior support model in a Swedish municipality: A focus group study.

A research-supported model to support schools' prevention of behavior problems and promotion of a positive school climate is school-wide positive behavior support (SW-PBS), in Scandinavia adapted into "positive behavior, interactions and learning environment in school" (PALS). Facilitators and barriers for achieving and sustaining a full implementation of PALS in a Swedish primary school context have not previously been studied. The purpose of this study was to explore school staff and administrators' experiences of implementing PALS in a municipal school district in the western region of Sweden. Using a qualitative focus group design, staff with roles in the implementation and school administrators (N = 22) representing 12 schools were asked about their experiences regarding facilitators and barriers for implementing PALS. Data were analyzed using qualitative content analyses involving a combination of inductive (data-driven) and deductive (theory-driven) approaches. In the deductive, final step, the inductively derived categories were associated with the Normalization process theory core constructs coherence, cognitive participation, collective action and reflexive monitoring. The analysis resulted in nine categories in which both facilitators and barriers were identified: alignment with school mission and values; building and strengthening relationships; shared staff engagement; administrators' commitment and leadership; support and resources for adopting PALS; changed experiences of PALS work over time; positive feedback sustains motivation; learning for quality improvement; and staff continuity throughout implementation. Findings indicate that staff and administrators experienced the implementation as predominantly positive, that PALS provides a structure for relationship-based work, and fits particularly well in primary school contexts. The facilitators and barriers identified provide valuable knowledge that can inform sustainable implementations of PALS in similar contexts.

Mediating Role of School Climate Between Democratic Leadership Style and Teachers’ Professional Commitment

The present study focuses on relationship between democratic leadership style and teachers’ professional commitment with mediating role of school climate. . The study is based on positivism philosophy. As per the Annual Statistical Report (ASR) 2022, 3106 Secondary School Teachers (SSTs) working in five districts in which 354 SSTs were selected by using stratified sampling method. Yamame’s (1967) formula was used to calculate the sample size. A questionnaire was developed for data collection including 12 items related to democratic leadership style, 20 items related to school climate and 18 items related to professional commitment of teachers. Reliability of Democratic Leadership Scale, School climate scale and Teachers’ Professional Commitment scale was estimated .764, .870 and .845 respectively. Pearson Product Moment Correlation and mediation analysis was used by applying Hayes (2015) Process Macro. The study's findings indicate that professional commitment and democratic leadership style was found partially mediated by school climate. The study suggested that principals in sample districts may exercise democratic leadership to strengthen the teachers' commitment to their job.

Beware of cyberbullying! Evidence from high school students in Indonesia

Cases of cyberbullying among high school students have become the center of attention of educational institutions as a new form of bullying using information technology. Many studies examine cyberbullying as a new form of bullying. However, studies on school climate, social support, and social self-efficacy in reducing cyberbullying behavior among high school students are still limited. Therefore, this study investigates the effect of school climate, social support, and social self-efficacy on cyberbullying behavior. This study involved 290 high school students in three schools in Kupang City, Indonesia. We used a simple random sampling technique to determine which respondents were involved. SPSS version 20 and Amos 18 software were used to analyze the data for this study. Data analysis in this study used structural equation modeling (SEM) analysis. The study’s results revealed that school climate and social self-efficacy significantly negatively affected high school students’ cyberbullying behavior. Meanwhile, social support has no direct influence on students’ cyberbullying behavior. Social self-efficacy has also been shown to mediate the effect of school climate on high school students’ cyberbullying behavior. An in-depth discussion is presented in this paper to provide an overview of the critical implications for educational practitioners.

Predicting preschool moral development with school climate: Fuzzy Delphi approach

Education is vital for a person’s development, especially from an Islamic perspective, where the first goal is to foster a servant attitude, talent, personality, and outlook on life. Preschool education is crucial in nurturing a child's nature, emotions, and cognitive and social skills in the first five years. However, the significance of a good school environment, particularly in moral formation, varies among institutions. Therefore, this article aims to build consensus among experts on the role of school environment and classroom management in preschoolers’ moral development. Eleven-panel members validated the survey instrument with items and analyzed it using the Fuzzy Delphi method (FDM). According to the study, the experts agree that the physical school environment and classroom management are essential for promoting healthy moral development. Expert consensus was obtained on 19 out of 20 items in the physical school environment and classroom management dimension with an expert agreement level greater than 75% with an average (d) value less than 0.2. The undeniable consensus is that the school environment and classroom management play a crucial role in fostering the moral development of preschool children.

The Issue of Inclusion in Secondary Schools from the Czech School Principals’ Point of View

Abstract Since the introduction of new legislation in 2016, questions of inclusive policy have been constantly discussed not only in schools, but also among professionals, parents, and politicians. This article is part of a larger research survey mapping the state of inclusive education at all Czech Republic secondary schools. It presents the results for two regions in order to show what attitudes and views are held by principals on the implementation of inclusion in the education system. The research was carried out as a qualitative study and semi-structured interview were employed as the research method. The obtained data were analysed using the grounded theory method. The results show that inclusion is not generally accepted by school principals. There are schools that are very pro-inclusive, but there are also schools that fundamentally reject inclusion. Initial assumptions that inclusion has been best received by general secondary schools were not confirmed. On the contrary, it turns out that the type of school does not matter as much as the attitudes of the seniors’ pedagogical staff towards inclusion. Their behaviour and attitudes significantly influence the whole school climate, which is passed on to all actors as well as how the school functions overall in working with pupils with special needs.