Exploration of Korean Students’ Mathematics Achievement, School Climate, and Well-being in PISA 2018 Results

2020 ◽  
Vol 30 (3) ◽  
pp. 465-486
Author(s):  
Seongmin Cho ◽  
Namwook Koo
Keyword(s):  
School Climate ◽  
Mathematics Achievement ◽  
Well Being ◽  
Korean Students

Sexual harassment and psychological complaints: student- and class-level associations

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Brolin Låftman ◽  
Y Bjereld ◽  
B Modin ◽  
P Löfstedt
Keyword(s):  
School Climate ◽  
Sexual Harassment ◽  
Linear Regression Analysis ◽  
Well Being ◽  
Negative Effects ◽  
School Class ◽  
School Aged Children ◽  
The Past ◽  
Class Level ◽  
Using Data

Abstract Background Students who are subjected to sexual harassment at school report lower psychological well-being than those who are not exposed. Yet, it is possible that the occurrence of sexual harassment in the school class is stressful also for those who are not directly targeted, with potential negative effects on well-being for all students. The aim was to examine whether sexual harassment at the student- and at the class-level was associated with students' psychological complaints. Methods Data from the Swedish Health Behaviour in School-aged Children (HBSC) of 2017/18 was used, with information from students aged 11, 13 and 15 years (n = 3,720 distributed across 209 classes). Psychological complaints were constructed as a summative index of four items capturing how often the student had felt low, felt irritable or bad tempered, felt nervous, or had difficulties to fall asleep, during the past six months (Cronbach's alpha=0.78). Sexual harassment at the student-level was measured by one item concerning bullying at school: “Other students have exposed me to sexual jokes”. Students who reported that this had happened at least “2 or 3 times a month” were classified as exposed to sexual harassment at school. Sexual harassment at the class-level was defined as the school class proportion of students exposed to sexual harassment, reported in per cent. Two-level linear regression analysis was applied. Results Students who had been exposed to sexual harassment had higher levels of psychological complaints (b = 2.74, p < 0.001). The proportion of students in the school class who had been exposed to sexual harassment was also associated with higher levels of psychological complaints, even when adjusting for sexual harassment at the student-level, gender and grade (b = 0.03, p = 0.015). Conclusions Sexual harassment is harmful for those who are exposed, but may also affect other students negatively. Thus, a school climate free from sexual harassment will profit all students. Key messages Using data collected among students aged 11, 13 and 15 years, this study showed that sexual harassment at the student- and class-level was associated with higher levels of psychological complaints. Sexual harassment is harmful for those who are exposed, but may also affect other students negatively. Thus, a school climate free from sexual harassment will profit all students.

scholarly journals Kernel Causality Among Teacher Self-Efficacy, Job Satisfaction, School Climate, and Workplace Well-Being and Stress in TALIS

2021 ◽  
Vol 12 ◽  
Author(s):  
Xue Zhang ◽  
Chunyang Zhao ◽  
Yuqiao Xu ◽  
Shanhuai Liu ◽  
Zhihui Wu
Keyword(s):  
Job Satisfaction ◽  
School Climate ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Well Being ◽  
Individual Characteristics ◽  
Response Style ◽  
Extreme Response Style ◽  
Extreme Response ◽  
Teacher Self Efficacy

Teachers play an important role in the educational system. Teacher self-efficacy, job satisfaction, school climate, and workplace well-being and stress are four individual characteristics shown to be associated with tendency to turnover. In this article, data from the Teaching and Learning International Survey (TALIS) 2018 teacher questionnaire are analyzed, with the goal to understand the interplay amongst these four individual characteristics. The main purposes of this study are to (1) measure extreme response style for each scale using unidimensional nominal response models, and (2) investigate the kernel causal paths among teacher self-efficacy, job satisfaction, school climate, and workplace well-being and stress in the TALIS-PISA linked countries/economies. Our findings support the existence of extreme response style, the rational non-normal distribution assumption of latent traits, and the feasibility of kernel causal inference in the educational sector. Results of the present study inform the development of future correlational research and policy making in education.

Adolescents’ perceptions of school climate: Exploring its protective role in times of economic recession

2018 ◽  
Vol 39 (6) ◽  
pp. 606-624 ◽  
Author(s):  
Chryse Hatzichristou ◽  
Vasiliki Stasinou ◽  
Aikaterini Lampropoulou ◽  
Panayiotis Lianos
Keyword(s):  
High School Students ◽  
School Climate ◽  
Junior High School ◽  
Protective Factor ◽  
Junior High ◽  
Economic Recession ◽  
Well Being ◽  
Protective Role ◽  
Subjective Well Being ◽  
School Students

The aim of the study is to explore the way Greek junior high school students perceive school climate as a protective factor against the adversities due to the ongoing economic recession. The randomly selected sample consisted of 746 students from junior high schools (Gymnasia) in the broader area of Athens. The California School Climate Survey (2009), the Questionnaire of Subjective Well-Being/Youth Form (Grob et al., 1991) and the Economic Crisis Difficulties Questionnaire ( LSP, 2011 ) were used for data collection. The findings indicated the existence of statistically significant relations between the effects of economic recession, subjective well-being and school climate. School climate moderated the interaction between economic recession and students’ subjective well-being. Results provide a better understanding of adolescents’ needs during unsettling times contributing to the development of effective evidence-based intervention programs in school communities.

The Effects of Total Quality Management and school climate on Academic Performance of Students in Pakistan

2020 ◽  
Vol 9 ◽  
Author(s):  
Waqas Mahmood ◽  
Siti Noor Ismail ◽  
Mohd Sofian Omar- Fauzee
Keyword(s):  
School Climate ◽  
Quality Management ◽  
Total Quality Management ◽  
Well Being ◽  
Developed Countries ◽  
Educational Institutions ◽  
Successful Implementation ◽  
Total Quality ◽  
School Students ◽  
Teaching Innovation

Quality of education prepares one to meet the challenges in the society and therefore, become economically productive, contribute to peaceful and independent societies and enhance individual well-being. In recent years, TQM and school climate has received worldwide attention and been adopted in many educational institutions, particularly in developed countries. However, in developing countries the amount of research is scarce into successful implementation of TQM and school climate. This study aims to investigate the relationships, between TQM and school climate with the key dimension of teachers’ student’s relationship, decision making, collaborative, teaching innovation and school resources to achieve high school performance. The purpose of this study is to highlight the concept of TQM in the field of educational institutions to achieve the quality in education. In order to understand the issue, this conceptual paper reviewed several published research papers and identify the TQM and school climate dimensions to make a conceptual framework. The main objective of this paper is to focus on the effects of total quality management on students’ academic achievement of secondary school students in Pakistan with better school climate.

Examples of Monitoring

2017 ◽  
Author(s):  
Ron Astor ◽  
Rami Benbenishty
Keyword(s):  
School Climate ◽  
School Connectedness ◽  
Collaborative Work ◽  
School Personnel ◽  
Well Being ◽  
The United States ◽  
Risk And Resilience ◽  
Physical And Mental Health ◽  
Extensive Experience ◽  
District Administrators

This guidebook is inspired by 20 years of collaborative work to improve school climate and student well- being. Working with government leaders, district administrators, and school personnel in the United States and abroad, the authors have extensive experience in designing and implementing monitoring systems that fit local needs and in showing how results can be used to improve schools. These various monitoring models already in use can help education policymakers and administrators gain a better understanding of how these systems can empower schools and guide decisions about programs and interventions. The overarching message of this guidebook is that methods of monitoring should be well integrated into the process of leading a school, just as academic assessment is. Viewed together, both academic and nonacademic data can provide the information that school leaders need to create safer, more successful schools. The California School Climate, Health, and Learning Survey is a comprehensive set of surveys that includes the: . . . California Healthy Kids Survey (CHKS) California School Climate Survey for staff (CSS) California School Parent Survey (CSPS) . . . The CHKS is a youth risk and resilience survey given to students in the 5th, 7th, 9th, and 11th grades. The survey gathers feedback from students on issues such as school connectedness, safety, violence and victimization, substance use, and physical and mental health. There is a core survey that covers all of those topics to some extent as well as supplemental modules that ask more detailed questions on specific topics. The CSSS is for teachers, administrators, and all other school staff (e.g., secretaries, security guards, bus drivers). It asks about multiple aspects of school climate and needs for professional development. The CSPS focuses on parent perceptions. It asks many questions that parallel those presented to students and staff. In addition, parents describe how they perceive the ways that the school engages and involves them in the school.

Promoting School Safety, School Climate, and Student Mental Health

2020 ◽  
pp. 117-136
Author(s):  
Amy Jane Griffiths ◽  
Elena Diamond ◽  
Zachary Maupin ◽  
James Alsip ◽  
Michael J. Keller ◽  
...  
Keyword(s):  
Mental Health ◽  
School Climate ◽  
School District ◽  
School Violence ◽  
Real World ◽  
Multidisciplinary Team ◽  
School Safety ◽  
Well Being ◽  
Intervention Implementation

The reduction of school violence requires a coordinated effort that enhances school climate and improves the sense of safety on campus. This chapter addresses the related topics of school violence, school safety, and school climate; provides an overview of the interactions among these constructs; and illustrates how they are directly linked to student mental and emotional well-being. A multidisciplinary approach is described that addresses these constructs, which are grounded in a school safety model that provides a foundation to promote students’ mental health. The process for moving toward action includes selecting an appropriate model for organizing intervention efforts, building a multidisciplinary team, developing a plan for assessment, and creating a systematic process for intervention implementation. Finally, a case study is provided to illustrate how a school district can interpret and implement these key components in the real world.

scholarly journals Quality in South African early learning centres: Mothers’ and teachers’ views and understanding

2016 ◽  
Vol 6 (1) ◽  
pp. 11
Author(s):  
Judy Van Heerden
Keyword(s):  
School Climate ◽  
South African ◽  
Quality Indicators ◽  
Well Being ◽  
Early Learning ◽  
Quality Development ◽  
Social Emotional ◽  
Process Indicators ◽  
Normative Foundation ◽  
Process And Outcome

This study investigated how quality in early learning centres (preschools) in South Africa was experienced and perceived by mothers and teachers. A theoretical framework, based on a model of quality development by Woodhead (1996), informed the study. This framework that consists of input (structural), process and outcome quality indicators is a well-established model for quality development, which has been used in developing countries. The findings generated from a thematical analysis of interview data showed that aspects perceived by mothers and teachers as quality indicators in early learning centres were predominantly process indicators and hard to ‘measure’ in a quantitative way. For mothers and teachers, children’s social-emotional well-being, holistic development, a normative foundation for values and respect, effective infrastructure and accountable learning indicated quality. A quality school climate enhances emotional and social well-being, and the findings suggest that for mothers and teachers quality concerns were not about that which the early learning centres have provided in terms of facilities (input indicators), but rather about the process indicators where centres promote children’s holistic well-being. The only outcome indicator that was regarded as extremely important by mothers and important, but not to the same extent, by teachers, is whether children are happy and content and enjoying school.

STUDENTS' WELL-BEING, COPING, ACADEMIC SUCCESS, AND SCHOOL CLIMATE

2007 ◽  
Vol 35 (7) ◽  
pp. 919-936 ◽  
Author(s):  
Viive-Riina Ruus ◽  
Marika Veisson ◽  
Mare Leino ◽  
Loone Ots ◽  
Linda Pallas ◽  
...  
Keyword(s):  
Academic Success ◽  
School Climate ◽  
Well Being ◽  
Drop Out ◽  
Student Survey ◽  
Main Hypothesis ◽  
Important Conclusion ◽  
School Drop Out ◽  
Teachers Attitudes ◽  
Attitudes Toward Students

This article presents the results of a student survey conducted in 2004 at Tallinn University within the framework of the project “School as a developmental environment and students' coping.” The questionnaire was completed by 3,838 7th, 9th and 12th grade students from 65 Estonian schools. The project arose from the need to prevent students from school drop-out and repeating grades. The main hypothesis was that by modifying a school's social climate, one can either help or disable the development of students' constructive coping strategies and thus support, or not, students' academic success. Our most important conclusion is that the school climate parameters, especially the school value system and teachers' attitudes toward students as perceived by the latter, influence students' optimistic acceptance of life, their psychological and physiological well-being, and academic success.

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