scholarly journals Relationship between teachers' philosophical beliefs about education and their perceptions of school climate

2020 ◽  
Vol 10 (3) ◽  
pp. 635-654
Author(s):  
Fatih Şahin
Keyword(s):  
School Climate ◽  
Educational Philosophy ◽  
Educational Beliefs ◽  
Teachers Perceptions ◽  
Philosophical Beliefs ◽  
Teachers Beliefs ◽  
Climate Scale ◽  
The Relationship ◽  
Academic Year ◽  
Perceptions Of School

This study investigated the relationship between teachers' educational beliefs and their perceptions about school climate. The study was designed as a correlational survey model. The sample included 357 teachers working in the central districts of Van province in 2019-2020 academic year. "Educational Beliefs Scale" and "School Climate Scale" were used as data collection tools. Correlational and regression analyses were carried out to explore the relationships among the study variables. According to the results, teachers' beliefs about contemporary philosophical approaches were strong. In terms of teachers' perceptions of school climate, all scores were close to each other, but higher scores were found in directive and supportive school climates. Results concerning the relationship between education beliefs and school climate showed that teachers having progressivist and existentialist education beliefs saw their schools as more supportive and directive while teachers having a reconstructionist educational philosophy perceived their schools as more directive and restrictive. Teachers adopting a perennialist educational belief interestingly described their schools as more supportive, directive and intimate. As expected, teachers who follow essentialist beliefs in education regarded their schools as more restrictive in terms of climate. The results of the study indicated that teachers' philosophical beliefs about education were, although at a low level, a significant predictor of their perception of school climate.

scholarly journals The Relationship Between Secondary Schools Students' Perceptions of School Climate, Their School Belonging And Their Academic Achievement

2020 ◽  
Vol 5 (2) ◽  
pp. 60-77
Author(s):  
Seva Demiroz
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
School Climate ◽  
Secondary School ◽  
School Belonging ◽  
School Students ◽  
Significant Difference ◽  
Climate Scale ◽  
The Relationship ◽  
Perceptions Of School

The aim of this study is to examine the relationship between secondary school students' perceptions of school climate, their school belonging and their academic achievement. This descriptive study uses the correlational survey model. The participants were 340 sixth and seventh graders at a secondary school in the 2007-2008 academic year. To this end, the students were administered the School Climate Scale and the School Belonging Scale, and the average of their first term grades was used as a measure of academic achievement. This study found no significant difference between the students' perceptions of school climate and their school belonging by gender and grade. However, a significant differences were found between the students' perceptions of school climate and their school belonging, and their perceptions of school climate, school belonging and their academic success.

scholarly journals Principal’s Practices and School’s Collective Efficacy to Preventing Bullying: The Mediating Role of School Climate

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110525
Author(s):  
Ana Carolina Reyes-Rodríguez ◽  
Angel Alberto Valdés-Cuervo ◽  
José Angel Vera-Noriega ◽  
Lizeth Guadalupe Parra-Pérez
Keyword(s):  
School Climate ◽  
Collective Efficacy ◽  
Latent Variable ◽  
Critical Role ◽  
Teaching Experience ◽  
Bullying Prevention ◽  
Self Report ◽  
Equation Modeling ◽  
Teachers Perceptions ◽  
Perceptions Of School

Differences in bullying rates between schools could be explained by school efficacy. This study examined the relationships among teachers’ perceptions of principals’ practices, school climate, and school collective efficacy to prevent bullying. The sample comprises 403 Mexican elementary-school teachers; 35% were male, and 65% were female. The teaching experience ranged from 2 to 35 years ( M = 13.2 years, SD = 9.1). Teachers answered self-report measures. A latent variable structural equation modeling (SEM) approach was used. SEM model indicated that principal’s bullying prevention was directly related to a positive school climate, but they did not influence teachers’ perceptions of school collective efficacy. Also, principals’ support for teachers’ antibullying practices positively affected school climate and school collective efficacy. Both principal involvement and support had an indirect relationship with school collective efficacy. Overall, findings suggest that the principal has a critical role in promoting teachers’ perceptions of school collective efficacy in bullying prevention.

A meta-analytic perspective on school climate studies in Turkey: The impact of some demographic variables

2017 ◽  
Vol 7 (3) ◽  
pp. 453-482
Author(s):  
Emre Sönmez ◽  
Ferudun Sezgin
Keyword(s):  
School Climate ◽  
Significant Influence ◽  
Meta Analysis ◽  
Demographic Variables ◽  
Teachers Perceptions ◽  
Study Results ◽  
Doctoral Dissertations ◽  
The Impact ◽  
Climate Studies ◽  
Perceptions Of School

The purpose of this study is to analyze teachers' perceptions of school climate by gender and branch and have an overall idea on this issue. Meta-analysis method was employed in this study. Master's theses and doctoral dissertations as well as academic articles published in peer-reviewed journals dwelling on teachers' views on school climate in Turkey were analysed through various databases. A total of 30 studies meeting the criteria for inclusion in the study were included. In the analysis of research data, a random effects model was used. Results indicate that gender has no significant influence on the dimensions of disengagement, directiveness, and supportiveness of school climate, but has a significant influence on the dimensions of restrictiveness and intimacy. Gender was seen to have a significant but low influence on restrictiveness in favour of male teachers and on intimacy on behalf of female teachers. According to the study results, branch does not have a significant influence on the dimensions of school climate except for disengagement. Branch was seen to have a significant but low impact on disengagement in favour of subject teachers. In this sense, it was concluded that superficial variables like gender and branch do not have any determining influence on teachers' perceptions of school climate. Therefore, it may be recommended for researchers to study more primary factors concerning school climate.

scholarly journals The Relationship between the Teachers’ Expectation on the School Principals’ Ethical Behaviors and the School Principals’ Ethical Leadership Behaviors

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Abdurrahman Ilgan ◽  
Mustafa Ekiz
Keyword(s):  
Public Schools ◽  
Ethical Leadership ◽  
School Principals ◽  
Leadership Behaviors ◽  
Teachers Perceptions ◽  
Ethical Behaviors ◽  
Independent Variable ◽  
The Relationship ◽  
Academic Year ◽  
Ethical Leadership Scale

This study aimed to analyze the teachers’ expectations related to the school principals’ ethical behaviors and the frequency of the school principals’ performing ethical leadership behaviors based on the teachers’ perceptions. Data were collected through the Teacher Ethical Expectation Scale (ÖEBÖ) and School Principal’s Performing Ethical Leadership Scale (PELBS) which were developed by the researchers for the aim of this research. The sample of the study consisted of 541 participant teachers selected from the population of the teachers working at public schools located in Sakarya, province of Turkey, during the 2018-2019 academic year. According to the teachers’ perceptions, it was found that the teachers’ expectations of the school principals’ ethical behaviors and the frequency of the principals’ performing ethical leadership behaviors were quite high. It was also seen that there was a significant positive relationship at a low level because of the path analysis, which was done to predict the school principals’ performing ethical behaviors through the teachers’ expectations on ethical behaviors. It was concluded that the ethical behaviors from the school principals expected by the teachers as the independent variable were seen to explain 8.6% of the variance in ethical behaviors performed by the school principals as the dependent variable.

scholarly journals The Effects of University Students’ School Climate on Their Motivation Levels

2021 ◽  
Vol 8 (2) ◽  
pp. 112-121
Author(s):  
Okan BİLGİN
Keyword(s):  
School Climate ◽  
University Students ◽  
Pearson Correlation ◽  
Analysis Technique ◽  
Significant Difference ◽  
Dimensions Of Learning ◽  
Adult Motivation ◽  
Climate Scale ◽  
And Gender ◽  
The Relationship

The present study aims to investigate the relationship between university students' school climate and their motivation levels. In this study, whether the school climate and motivation levels differ according to gender and year of study also been examined. The "School Climate Scale for University Students" and "Adult Motivation Scale" were applied to 322 participants aged between 18 and 40. Correlational survey model was used in this study. Pearson correlation coefficient was examined to investigate the relationship between school climate and motivation. The effects of university students' school climate on motivation were analyzed using the regression analysis technique. T-test and one-way analysis of variance technique were used to investigate whether the school climate and motivation differed according to gender and year of study. The findings showed that there was no significant difference between university students' school climate and motivation levels and gender. According to the other variable, the year of study, a significant difference was found in the dimensions of learning environment and communication, which were sub-dimensions of school climate. When the relationship between school climate and motivation levels of university students was examined, the findings showed that there was a positive significant relationship between school climate and its sub-dimensions and motivation and sub-dimensions.

scholarly journals The relationship between school climate and students’ engagement at school

2020 ◽  
Vol 52 (2) ◽  
pp. 233-274
Author(s):  
Dejan Djordjic
Keyword(s):  
High School Students ◽  
School Climate ◽  
Student Engagement ◽  
Emotional Engagement ◽  
School Life ◽  
School Students ◽  
Teacher Student ◽  
Climate Scale ◽  
Novi Sad ◽  
The Relationship

The school climate is a construct that can adequately represent the quality of school life. School climate is the sum of perceptions of teachers, parents, students and administration about different aspects of school functioning and has an impact on their lives. The aim of the research was to determine the relationship between the school climate and student engagement. The sample consists of 332 high school students from Sombor and Novi Sad. The Delaware School Climate Scale was used, namely the School Climate and Student Engagement subscales. Prior to data processing, a confirmatory factor analysis was performed to confirm the latent dimensionality of the used instruments. Then, descriptive indicators were presented. According to descriptive indicators students assess the school climate moderately, and on average they are more cognitively/behaviourally engaged than emotionally. The intercorrelation table indicates low to moderate correlations between variables. In order to respond to the aim of the study, two multiple regression analyses were performed. Regression analysis shows that teacher student relations are statistically sig?nificant predictor of all three types of student engagement, while fairness of school rules appears as a statistically significant predictor of cognitive/behavioural student engagement, and the factor respect for diversity of students? emotional engagement. Similar results are found in other studies conducted around the world.

Instructional leadership and its relationship with some variables

2019 ◽  
Vol 6 (7) ◽  
pp. 25-32
Author(s):  
Omur Coban
Keyword(s):  
Instructional Leadership ◽  
Significant Relationship ◽  
School Administrators ◽  
Educational Status ◽  
Two Dimensions ◽  
Male Teachers ◽  
Teachers Perceptions ◽  
Female Teachers ◽  
Academic Year ◽  
Perceptions Of School

The purpose of this study is to investigate the instructional leadership and its relationship with some variables such as gender, educational status, career and working year in the same school in Turkey. The study conducted with 614 teachers at 45 schools all over Turkey in the 2017–2018 academic year. Data were collected via instructional leadership scale which was applied to teachers and it had two dimensions: trust and focus on instruction. The findings showed that teachers’ perception of trust about school administrators had a significant relationship according to their gender. In other words, male teachers thought school administrators more trustful than female teachers. Another result indicated that perceptions of teachers on instructional leadership had no significant relationship according to teachers’ educational status and their career years. However, teachers’ perceptions of school administrators’ focusing on teaching had a statistically significant relationship to teachers’ working years in the same school. Keywords: Instructional leadership, age, gender, career year, working years in the same school.

scholarly journals The relationship between teachers’ educational beliefs and their perceptions of multicultural competence

2017 ◽  
Vol 3 (4) ◽  
pp. 210 ◽  
Author(s):  
Yücel Öksüz ◽  
Melek Baba Öztürk
Keyword(s):  
Multicultural Education ◽  
Multicultural Competence ◽  
Personal Information ◽  
Educational Beliefs ◽  
Screening Model ◽  
Model Research ◽  
Research Population ◽  
Belief Scale ◽  
The Relationship ◽  
Academic Year

AbstractThe basic aim of this research is to determine teachers’ educational beliefs and their perceptions of multicultural competence. Also, it was investigated whether teachers’ educational beliefs and their perceptions of multicultural competence varied depending on some variables such as gender, department and professional seniority. Research was conducted in relational screening model. Research population was comprised of teachers who work at publich school in Atakum district in 2015-2016 academic year. Data were collected via “Perceptions of Multicultural Competence Scale” which was developed by Başbay and Kağnıcı (2011), “Educational Belief Scale” developed by Yılmaz, Altınkurt and Çokluk (2011) and “Personal Information Form” developed by the researchers. A statistical software package was used for the analysis of the data. The analysis of datas were used to descriptive statistics as mean, standart deviation, frequency, percentage as well as Mann-Whitney U and Spearman-Brown correlation coefficient. The results of research were revealed a significant correlation between teachers’ educational beliefs and their perceptions of multicultural competence. The obtained results were discussed in the light of literature and given some suggestions.Keywords: Belief, educational beliefs, multicultural education, multicultural competence, teacher.

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