scholarly journals An Organizational Factor Predicting School Effectiveness: School Climate

2020 ◽  
Vol 7 (1) ◽  
pp. 38-50
Author(s):  
Mustafa ÖZGENEL ◽  
Keyword(s):  
School Climate ◽  
School Effectiveness ◽  
Organizational Factor

The predictive powers of organizational trust and justice on enabling school structure: A structural equation modelling approach

2021 ◽  
Vol 9 (2) ◽  
pp. 449-460
Author(s):  
Soner Arik ◽  
Keyword(s):  
School Climate ◽  
Organizational Justice ◽  
Structural Equation ◽  
School Effectiveness ◽  
Organizational Trust ◽  
Survey Method ◽  
School Structure ◽  
School Structures ◽  
Teachers Perceptions ◽  
Enabling School Structure

Organizational structures are an important organizational variable affecting organizational behaviours and individuals' relationships with each other. The structural dimension of schools in terms of educational management is evaluated under two groups in the literature, namely, enabling and hindering school structures. Enabling school structures provide a healthy school climate and help schools be more effective. Individuals' perceptions of organizational trust and justice are also effective in ensuring a healthy school climate and school effectiveness. The aim of this study is to examine the predictive power of teachers' perceptions of organizational trust and justice on their perceptions of the enabling school structure. The structural equation model was used in the study, which is designed in the descriptive survey method. The study group is composed of 1187 teachers working at primary, secondary and high schools. Data were collected through Enabling School Structure Scale (Form-ESS), Organizational Justice Scale, Organizational Trust Scale and a Personal Information Form. The findings revealed that teachers' perceptions of organizational justice and organizational trust predict their perceptions about enabling school structure.

scholarly journals Relatıonshıp Between School Clımate And Prıncıpals’ Job Performance In Secondary Schools

2016 ◽  
Vol 12 (4) ◽  
pp. 55
Author(s):  
Perpetua N. Okorji ◽  
Innocent C. Igbokwe ◽  
Carol O. Ezeugbor
Keyword(s):  
School Climate ◽  
Secondary Schools ◽  
Job Performance ◽  
Organizational Climate ◽  
School Effectiveness ◽  
Sampling Technique ◽  
Climate Index ◽  
Self Assessment ◽  
Enugu State ◽  
Assessment Questionnaire

This study investigated the relationship between school climate and principals’ job performance in secondary schools in Enugu State, Nigeria. It adopted a correlational study design. Five research questions and five hypotheses guided the study. The population of the study embraced all the principals from 283 secondary schools in the six education zones of Enugu State. Out of the population, a sample of 177 principals was selected through simple random sampling technique. The instruments used to collect data were Organizational Climate Index and Principal Self-Assessment Questionnaire, adapted and developed by the researcher, respectively. The two sets of questionnaires were duly validated by experts in Measurement and Evaluation, and Educational Management and Policy. Cronbach Alpha method was used to determine the reliability coefficient of the instruments which yielded 0.83 for the Organizational Climate Index and 0.94 for the Principal Self-Assessment Questionnaire. . Pearson Product Moment correlation coefficient was used for data analysis. The findings showed among others that: there was a moderate positive relationship existing between the two variables- school climate and principal’s job performance. Based on the findings of the study, it was recommended that principals should embrace the collaborative and collegial style of administration where teachers are included and free to share ideas and concepts for managerial and school effectiveness. It was also recommended that principals should create an atmosphere that is supportive, comfortable, friendly, productive, and relaxed, to motivate students’ greater participation in learning and achieving educational goals.

Examining Measurement Invariance of a School Climate Survey Across Race and Ethnicity

2020 ◽  
pp. 153450842096639
Author(s):  
Anna Whitehouse ◽  
Songtian Zeng ◽  
Rebecca Troeger ◽  
Amy Cook ◽  
Takuya Minami
Keyword(s):  
School Climate ◽  
Student Perceptions ◽  
Measurement Invariance ◽  
Race And Ethnicity ◽  
School Effectiveness ◽  
Well Being ◽  
Climate Data ◽  
Student Groups ◽  
Black And White ◽  
Racial Ethnic

Positive school climate is a key determinant factor of students’ psychological well-being, safety, and academic achievement. Although researchers have examined the validity of school climate measures, there is a dearth of research investigating differences in student perceptions of school climate across race and ethnicity. This study evaluated the factor stability of a widely used school climate survey using factor analyses and measurement invariance techniques across racial/ethnic groups. Results of a confirmatory factor analysis indicated a five-factor structure for a school climate survey and weak measurement invariance was found across Hispanic, Black, and White student groups (ΔCFI = .008). According to paired t-tests, significant differences were found among racial/ethnic respondent groups across two factors: teacher and school effectiveness and sense of belonging and care. Validated school climate measures that are culturally and racially responsive to students’ experiences allow for accurate interpretations of school climate data. Discussion and implications are provided.

scholarly journals HUBUNGAN ANTARA PENGELOLAAN SEKOLAH, IKLIM SEKOLAH, DAN PARTISIPASI MASYARAKAT DALAM MENINGKATKAN MUTU SEKOLAH DENGAN EFEKTIVITAS SEKOLAH DI PROVINSI JAWA TIMUR

2010 ◽  
Vol 1 (1) ◽  
pp. 70
Author(s):  
Sediono Abdullah
Keyword(s):  
School Climate ◽  
Community Participation ◽  
School Effectiveness ◽  
School Management ◽  
Educational Quality ◽  
Positive Correlation ◽  
Independent Variables ◽  
School Based ◽  
Management School ◽  
School Based Management

The objective of this research is to get information on the relationships among school management, school climate, and community participation in improving educational quality toward school effectiveness at schools which received Piloting School Based Management Program.The research was conducted at the schools in Probolinggo district, East Java Province with n = 100, selected randomly.The research concludes that there is positive correlation between: (1) school management and school effectiveness; (2) school climate and school effectiveness; (3) community participation in improving educational quality and school effectiveness. Furthermore, there is positive correlation between those three independent variables with school effectiveness.Therefore school effectiveness could be improved by enhancing school management, school climate and community participation in improving educational quality.

scholarly journals The administrative factors affecting school effectiveness of municipal schools in Udon Thani Province

2018 ◽  
Vol 5 (1) ◽  
pp. 24-31
Author(s):  
Somkid Sroinam
Keyword(s):  
School Climate ◽  
School Effectiveness ◽  
School Administration ◽  
Rating Scale ◽  
Descriptive Statistics ◽  
Stepwise Multiple Regression ◽  
Factors Affecting ◽  
Municipal Schools ◽  
Research Findings ◽  
Culture Technology

School effectiveness is a main goal of all schools because it means organisational success that must be achieved. This study explored the level of the administrative factors and school effectiveness including investigated administrative factors effecting the management of school effectiveness. The 5-level rating scale questionnaire was applied for collecting data from 217 teachers in municipal schools in Udon Thani province, Thailand. The descriptive statistics, Pearson product-moment correlation coefficient and stepwise multiple regression analysis were used for data analysis. The research findings indicated that the school culture, technology, school climate and budgeting were the best predictors. This may lead to policy of developing the school administration to achieve the school goals. Keywords: School effectiveness, school factor, municipal schools.

scholarly journals HUBUNGAN ANTARA PENGELOLAAN SEKOLAH, IKLIM SEKOLAH, DAN PARTISIPASI MASYARAKAT DALAM MENINGKATKAN MUTU SEKOLAH DENGAN EFEKTIVITAS SEKOLAH DI PROVINSI JAWA TIMUR

2010 ◽  
Vol 1 (1) ◽  
pp. 70-79
Author(s):  
Sediono Abdullah
Keyword(s):  
School Climate ◽  
Community Participation ◽  
School Effectiveness ◽  
School Management ◽  
Educational Quality ◽  
Positive Correlation ◽  
Independent Variables ◽  
School Based ◽  
Management School ◽  
School Based Management

The objective of this research is to get information on the relationships among school management, school climate, and community participation in improving educational quality toward school effectiveness at schools which received Piloting School Based Management Program.The research was conducted at the schools in Probolinggo district, East Java Province with n = 100, selected randomly.The research concludes that there is positive correlation between: (1) school management and school effectiveness; (2) school climate and school effectiveness; (3) community participation in improving educational quality and school effectiveness. Furthermore, there is positive correlation between those three independent variables with school effectiveness.Therefore school effectiveness could be improved by enhancing school management, school climate and community participation in improving educational quality.

A Systematic Review of the Effects of Schoolwide Intervention Programs on Student and Teacher Perceptions of School Climate

2020 ◽  
pp. 109830072094016
Author(s):  
Cade T. Charlton ◽  
Sara Moulton ◽  
Christian V. Sabey ◽  
Richard West
Keyword(s):  
School Climate ◽  
Teacher Perceptions ◽  
Student Perceptions ◽  
Behavioral Interventions ◽  
School Effectiveness ◽  
Experimental Studies ◽  
Effect Sizes ◽  
Sound Effect ◽  
Social And Emotional ◽  
Perceptions Of School

A safe, supportive school climate is critical for school effectiveness. Unfortunately, the research linking a positive school climate to critical student outcomes includes few systematic reviews of the school climate literature and no reviews focused on the effects of interventions to improve school climate. This review examined the methodological quality and findings from 18 experimental studies evaluating the effects of schoolwide interventions on teacher and student perceptions of school climate. Each study was rated in terms of quality of the methods and magnitude of effects on school climate. Results indicated that only three of the 25 articles were considered methodologically sound. Effect sizes estimating the differences in teacher perceptions of school climate ranged from −0.29 to 1.69, while those concerning differences in student perceptions ranged from 0.03 to 1.93. Studies examining the effects of schoolwide positive behavioral interventions and supports (SWPBIS) and social and emotional learning (SEL) interventions were the most methodologically sound and associated with the highest effect sizes.

scholarly journals The perceived school climate in Croatian elementary schools with poor, average and good school’s learning environment

2019 ◽  
Vol 24 ◽  
pp. 1-15
Author(s):  
Josip Burušić
Keyword(s):  
School Climate ◽  
Learning Environment ◽  
Work Experience ◽  
Primary Schools ◽  
School Effectiveness ◽  
Teaching Practice ◽  
Hierarchical Regression ◽  
Regression Analyses ◽  
Cross Sectional ◽  
Practice Experience

The cross-sectional research design was used to investigate differences in teachers’ perception of school climate in schools with poor, average and good school’s learning environment, and to explore to what degree is possible to explain six school climate dimensions by school’s learning environment, some teacher’s characteristics and teaching practice experience. Participants in the study were 785 teachers from 44 primary schools in northern part of Croatia, 121 males and 579 females. Participants rated school climate in school where they teach and in addition provided information about various school’s learning environment. Schools which teachers perceived as having good school’s learning environment clearly differ in the level of school climate quality - school climate is significantly better in schools with better school’s learning environment. The performed hierarchical regression analyses, demonstrated in addition, how school’s learning environment and characteristics of teachers and teaching practice (e.g. gender, age, work experience and education level) are powerful predictors of (positive) school climate. In this paper, we provide possible explanation and stress importance on school climate as an essential concept in school effectiveness concerns and activities.

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