Manual Training Teachers and other Teachers—A Comparison of Their Perceptions and Satisfactions and a Commentary

This paper reports on an investigation into fourteen Queensland high schools with instruments measuring perceptions of school climate, bureaucratization, satisfaction and professionalism. The factor scores of manual training teachers and those of teachers of general subjects are compared and five significant differences found. Manual training teachers believe less in the importance of autonomy and more in the importance of service. They perceive in their schools more evidence of leadership and more opportunities for participation in decision-making and they are more satisfied with their colleagues than are other teachers in the schools. The relative lack of supervision they experience appears to be “a healthy neglect”.

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The Power of Empowerment: Mediating the Relationship between Teachers’ Participation in Decision Making and Their Professional Commitment

Journal of School Leadership ◽

10.1177/105268460501500104 ◽

2005 ◽

Vol 15 (1) ◽

pp. 76-98 ◽

Cited By ~ 11

Author(s):

Ronit Bogler

Keyword(s):

Decision Making ◽

High Schools ◽

Critical Role ◽

Teacher Empowerment ◽

Teacher Commitment ◽

Mediating Effect ◽

Professional Commitment ◽

Hierarchical Regression ◽

Participation In Decision Making ◽

The Relationship

This study examines the mediating effect of teacher empowerment on the relationship between teachers’ participation in decision making and their professional commitment. The data were collected through quantitative questionnaires from a sample of 983 teachers in 25 junior high schools and 27 high schools in Israel. Hierarchical regression analyses revealed that teacher empowerment mediated the effect of teachers’ participation in decision making (technical domain) on teacher commitment, thus demonstrating the critical role of empowerment in enhancing teacher commitment. The teachers’ sense of empowerment is also related to their desire to be leaders. Implications are drawn regarding the important role that principals and other school administrators need to play in enhancing the teachers’ sense of empowerment.

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Perceptions of School Climate Among Students Self-Identifying as Lesbian, Gay, or Bisexual

Remedial and Special Education ◽

10.1177/0741932518800795 ◽

2019 ◽

Vol 40 (2) ◽

pp. 74-82 ◽

Cited By ~ 1

Author(s):

Tamika P. La Salle ◽

Jesslynn Rocha Neves ◽

Jennifer Freeman ◽

George Sugai

Keyword(s):

Decision Making ◽

School Climate ◽

Positive Behavior ◽

Positive Outcomes ◽

Behavior Interventions ◽

Positive Behavior Interventions ◽

Confirmatory Factor ◽

The One ◽

Lgb Students ◽

Perceptions Of School

The purpose of the current study was to examine perceptions of school climate among youth identifying as lesbian, gay, or bisexual (LGB) using the Georgia Brief School Climate Inventory (GaBSCI). Confirmatory factor analysis was conducted to confirm the one-factor school climate construct of the GaBSCI, and measurement invariance was established among LGB students and their counterparts. Students identifying as LGB reported significantly lower perceptions of school climate. Establishing valid and reliable tools that can be integrated within the School Wide Positive Behavior Interventions and Supports (SWPBIS) framework to guide data-based decision making may enhance positive outcomes for students.

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Aspects of Homophobia in Italian High Schools: Students' Attitudes and Perceptions of School Climate

Journal of Applied Social Psychology ◽

10.1111/j.1559-1816.2011.00842.x ◽

2011 ◽

Vol 41 (11) ◽

pp. 2600-2620 ◽

Cited By ~ 11

Author(s):

GABRIELE PRATI ◽

LUCA PIETRANTONI ◽

ANTHONY R. D'AUGELLI

Keyword(s):

High Schools ◽

School Climate ◽

Attitudes And Perceptions ◽

Students Attitudes ◽

Perceptions Of School

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Revisiting Brown Versus Board of Education: Differences in School Context and the influence of Racial Attitudes on Academic Attainment and Civic Engagement among Black Americans across the Lifespan

Advances in Social Science and Culture ◽

10.22158/assc.v2n3p47 ◽

2020 ◽

Vol 2 (3) ◽

pp. p47

Author(s):

Kristen Bell ◽

Mikerobert Joseph ◽

Rune Simeonson, Ph. D ◽

Jonathan N Livingston ◽

Maia Crumbie ◽

...

Keyword(s):

High Schools ◽

School Climate ◽

Civic Engagement ◽

Historically Black ◽

Racial Attitudes ◽

School Context ◽

Black Americans ◽

Board Of Education ◽

Historically White ◽

Perceptions Of School

Since Brown versus the Board of Education 60 years ago, educators and social and behavioral scientists have tried to identify factors related to better achievement for Black Americans. Since the desegregation of schools in the U.S., Black American students have reported lower grade point averages, standardized test scores, and graduation rates (Allen, 1992). Previous research has investigated school context and climate as well as the influence of racial attitudes on academic achievement. Findings suggest that positive student perceptions of school climate and context (e.g., pride, social support, relationships with a teacher, access to resources) were related to better academic outcomes (Hurley & Lustbader, 1997). However, the research on the influence of racial attitudes have been inconclusive (Chavous et al., 2003; Fordham & Ogbu 1986). Thus, the purpose of this study is two-fold. First, to explore whether racial attitudes were related to academic attainment and civic engagement, and second, to examine whether there are differences in perceptions in school pride and school climate for students in historically black high schools and historically white high schools. To assess the aforementioned research questions, thirty-three Black American high school graduates from a historically white high school and eighty-two Black Americans from historically black high schools were sampled. Spearman Rho correlations and Independent sample T-tests were run to assess the relationship between the following. 1) Racial attitudes, educational attainment, and civic engagement. 2) Differences in perceptions of school climate for Blacks at historically White and Black high schools. Findings reveal statistically significant associations between racial attitudes and educational attainment as well as civic engagement. Moreover, differences were also found in perceptions of climate across school types. Given these results, further research is needed to explore the influence of students’ perception of their school experience and racial attitudes upon educational and life outcomes.

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The challenges of leader's role of the teacher

Zbornik Instituta za pedagoska istrazivanja ◽

10.2298/zipi0802388p ◽

2008 ◽

Vol 40 (2) ◽

pp. 388-402 ◽

Cited By ~ 1

Author(s):

Branka Pavlovic

Keyword(s):

Decision Making ◽

School Climate ◽

School Principals ◽

Educational Process ◽

Point Of View ◽

School Life ◽

The Creation ◽

Participation In Decision Making ◽

Contemporary Education

This paper deals with the leader's role of the teacher in school, as one of central persons in educational process, and the creation of a climate stimulative for learning. Besides defining the leader's role of the teacher, which is here treated as an aspect of participation in decision-making and responsibility, different manifestations of that role in school are discussed, as well as its importance for contemporary education and possibilities and challenges of encouraging the development of teachers-leaders. The results of several studies that present the leader's role of the teacher from the point of view of different participants in school life are displayed. It is concluded that leadership of teachers in school is desirable and that it should be encouraged, since it contributes to democratisation of school climate, stimulates pupils' achievements, motivates other teachers, as well as that it is necessary to analyze numerous obstacles to leadership of teachers. Among the most important obstacles are those stemming from institutional inertia, the fear of taking risks and resistance of school principals to developing the leadership of teachers.

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Teachers' perceptions of school climate in inclusive schools

Psikohumaniora Jurnal Penelitian Psikologi ◽

10.21580/pjpp.v4i1.3357 ◽

2019 ◽

Vol 4 (1) ◽

pp. 27

Author(s):

Weny Savitry Sembiring Pandia ◽

Margaretha Purwanti

Keyword(s):

High Schools ◽

School Climate ◽

Inclusive Education ◽

Low Vision ◽

Sampling Technique ◽

Vocational Schools ◽

Students With Special Needs ◽

Teachers Perceptions ◽

Inclusive Schools ◽

Perceptions Of School

Teachers are important figures in forming the school climate, including in inclusive schools. Their perception will influence the learning process and indirectly affect students’ achievements. This study aimed to identify teachers’ perceptions of school climate in inclusive schools. Mixed method was used in this study. Quantitatively, questionnaires were given to 127 teachers from 2 inclusive vocational schools and 4 inclusive high schools in Jakarta, Bandung, and Surakarta, using accidental sampling technique. In each class, there were 2 – 3 students with special needs, which encompassed different types of disability such as physically disabled, low vision, slow learner, Attention Deficit Hyperactivity Disorder (ADHD) and autism. Qualitatively, school observations and interviews were conducted with 10 teachers. The results showed that their perceptions of the school climate in high schools and vocational schools tended to be positive although the knowledge and application of inclusive education still needed to be improved. There were differences in several perceptual aspects due to the duration of teaching and the type of school.

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A Practical Guide to Improving School Climate in High Schools

Intervention in School and Clinic ◽

10.1177/1053451219832988 ◽

2019 ◽

Vol 55 (1) ◽

pp. 39-45 ◽

Cited By ~ 1

Author(s):

Janet VanLone ◽

Jennifer Freeman ◽

Tamika LaSalle ◽

Lola Gordon ◽

Tiffany Polk ◽

...

Keyword(s):

High Schools ◽

School Climate ◽

Secondary Schools ◽

Secondary Students ◽

Academic Outcomes ◽

Evidence Based ◽

School Environments ◽

Effective Implementation ◽

Data Practices ◽

Perceptions Of School

Research focusing on school climate has shown that healthy, safe, and positive school environments are associated with improved psychological, social, behavioral, and academic outcomes for secondary students. For this reason, it is important for schools to understand how to improve perceptions of school climate through effective, evidence-based interventions. Despite the importance of school climate, secondary schools continue to struggle to implement evidence-based interventions that may improve school climate in these settings. The purpose of this guide is to provide a practical step-by-step guide for improving school climates in high schools within a multitiered system of support (MTSS) framework, specifically focusing on how to use the critical features of MTSS (i.e., outcomes, data, practices, systems) to support effective implementation.

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