scholarly journals Improving School Climate for Better Quality Educational Management

10.32698/0182 ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 16 ◽  
Author(s):  
Syahril Syahril ◽  
Hadiyanto Hadiyanto
Keyword(s):  
School Climate ◽  
Personal Growth ◽  
Teaching And Learning ◽  
Work Performance ◽  
Work Motivation ◽  
School Principal ◽  
Educational Management ◽  
Four Dimensions ◽  
Teachers And Students ◽  
Teacher Work

School climate is a situation formed by a relationship between the principal and teachers, teachers and teachers, teachers and staffs, teachers and students or relationships among students that characterizes a school and distinguishes a school from others.  School climate might influence and determine the success of teaching and learning process at schools.  The school climate consists of at least four dimensions, namely dimension of relationship, personal growth/development, system maintenance and change, and dimension of physical environment.  Based on the studies done in several countries, school climate can be a variable influencing other variables, such as learning achievement, behavior and teacher job satisfaction, teacher work motivation, teacher morale, teacher creativity, teacher work performance, and teacher discipline. So, when the school principal wants to improve those practices, he or she has to make better school climate through common stages namely preliminary assessment, feedback, reflection and discussion, intervention, and finally reassessment.

scholarly journals Improving School Climate for Better Quality Educational Management

2019 ◽  
Author(s):  
Syahril ◽  
Hadiyanto
Keyword(s):  
School Climate ◽  
Personal Growth ◽  
Teaching And Learning ◽  
Work Performance ◽  
Work Motivation ◽  
School Principal ◽  
Educational Management ◽  
Four Dimensions ◽  
Teachers And Students ◽  
Teacher Work

School climate is a situation formed by a relationship between the principal and teachers, teachers and teachers, teachers and staffs, teachers and students or relationships among students that characterizes a school and distinguishes a school from others. School climate might influence and determine the success of teaching and learning process at schools. The school climate consists of at least four dimensions, namely dimension of relationship, personal growth/development, system maintenance and change, and dimension of physical environment. Based on the studies done in several countries, school climate can be a variable influencing other variables, such as learning achievement, behavior and teacher job satisfaction, teacher work motivation, teacher morale, teacher creativity, teacher work performance, and teacher discipline. So, when the school principal wants to improve those practices, he or she has to make better school climate through common stages namely preliminary assessment, feedback, reflection and discussion, intervention, and finally reassessment.

scholarly journals Intercultural Management in Culturally Diverse Classrooms

2018 ◽  
Vol 3 (2) ◽  
pp. 69
Author(s):  
Xiaoli Jiang
Keyword(s):  
Learning Strategies ◽  
Personal Growth ◽  
Teaching And Learning ◽  
Culturally Diverse ◽  
Classroom Culture ◽  
Cultural Backgrounds ◽  
Learning And Teaching ◽  
Self In Relation ◽  
Diverse Classrooms ◽  
Teachers And Students

Globalisation and internationalisation have brought culturally diverse classrooms into universities and schools worldwide. There are increasing opportunities for culturally diverse teachers and students to interact and learn from each other. This paper investigates the changes that occur when classrooms are managed by teachers with different cultural backgrounds from that of their students, utilising observations and interviews. The research indicates that when people from both collective and individualist cultures are in the same classroom, the different dynamics require adjustments from at least one cultural group to achieve desirable learning outcomes, in particular from the teacher. This is largely due to, in individualistic and collective cultures, teachers having different roles associated with their respective power structure and social hierarchy caused by various ways of establishing and maintaining individual self-esteem and perceiving self in relation to others. It would appear that the changes are engineered by a teacher’s desire to allow students to learn more effectively and teachers’ belief as to what are effective teaching and learning strategies. However, the changes are also accompanied by many challenges and personal growth on the part of the teachers. Bridging cultural differences should never been taken for granted. Should teachers reflect deeply and adjust to changes in classroom culture, the learning and teaching experiences can be both enriching and enlightening. Intellectual challenges and reflections on different home and host cultural assumptions are required when managing students who are from dissimilar cultural backgrounds.

scholarly journals NEW DIMENSIONS OF TEACHING AND LEARNING “BY DOING” IN THE GLOBAL CONTEXT OF EDUCATION

2012 ◽  
Vol 44 (1) ◽  
pp. 81-91
Author(s):  
Daniela Tamo ◽  
Aljula Jubani ◽  
Mimoza Gjokutaj
Keyword(s):  
Learning Process ◽  
Global Education ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
Four Dimensions ◽  
Global Context ◽  
Teachers And Students ◽  
Pilot Work ◽  
The One

Efforts are being made in many educational settings to find out the most effective ways of assuring quality of the teaching and learning process. In the framework of continuous reformation of the education system in Albania, many initiatives have been taken aiming at improving the quality of the teaching and learning process WHERE?? IN THE AREA OF???? . Several ambitious projects have been piloted. One of them is related to setting the teaching and learning process in a pragmatic global context. This project was piloted in some areas of Albania. It aimed at applying some new principles of teaching and learning by simultaneously setting teaching and learning in four dimensions: that of time (present, past, future), space, problems (environment, human rights, etc.) and internal. Teaching was based on the use of interactive, all inclusive techniques and strategies. As a result, the interactive profile of the teacher is strengthened and the quality of students’ learning has improved as well. This project is supported by the Institute of Global Education in Canada This article brings a picture of the impacts of this initiative, which are related with the best student outcomes, change of values and attitudes about life, new approaches for the world and the active participation in important social roles. This pilot work has led to a new objective, namely the one of establishment of a new teacher profile in the global area and of the new roles it should take in the course of both teaching and learning. Data and thoughts of teachers and students related to such findings are described in the current article. Key words: dimensions, Global Education, new pilot, principles, quality.

scholarly journals EFFECT OF SCHOOL CLIMATE ON TEACHING AND LEARNING OF PHYSICS IN SENIOR SECONDARY

2021 ◽  
Vol 1 (1) ◽  
pp. 1-15
Author(s):  
Adolphus T. ◽  
Aderonmu T.S.B ◽  
Naade N.B
Keyword(s):  
School Climate ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Unique Contribution ◽  
Interview Schedule ◽  
Physics Teachers ◽  
Physics Students ◽  
Teachers And Students ◽  
Senior Secondary

Purpose: The study investigated the effect of school climate on teaching and learning of physics in senior secondary schools. Methodology: The mixed research design, specifically descriptive and exploratory analysis method was employed for the study. 14 Physics teachers and 248 Physics students were purposively selected from four secondary schools in Rivers State, Nigeria. Instruments for data collection includes Questionnaire for Physics Teachers (QPT), Questionnaire for Physics Students (QPS) and two semi-structured interview schedules which are Interview Schedule for Teachers (ISfT) and the Interview Schedule for Students (ISfS). Data were analyzed using mean and percentage for the research questions while hypotheses were tested at 0.05 level of significance using t-test. Results: The findings of the study revealed that although Physics teachers enjoy a fairly good working relationship with their students, both teachers and students maintained that their school climate were not friendly and conducive for teaching of Physics. The study further revealed that there were no significant differences between male and female Physics teachers and students on their mean responses on school climate related factors affecting the teaching and learning of Physics. Unique contribution to theory and practice: The study recommended exigent need for synergy among all stakeholders in the secondary school to encourage the prevalence of harmonious relationship that will enhance effective teaching and learning of Physics among others.

scholarly journals Perception of School Climate as a Mediating Factor in Relation between Teacher Motivation and the Perceived School Principal Leadership Style

2021 ◽  
Vol 6 (3(16)) ◽  
pp. 411-434
Author(s):  
Gabriel Pinkas
Keyword(s):  
School Climate ◽  
Leadership Style ◽  
Principal Leadership ◽  
Teacher Motivation ◽  
Work Motivation ◽  
School Principal ◽  
School Level ◽  
Multifactor Leadership ◽  
Work Tasks ◽  
Principal Leadership Style

This paper presents the results obtained on a sample of 467 teachers from 25 elementary schools in the wider city area of Tuzla. The subject of the research was the relationship between the principal leadership styles, as perceived by teachers, and the work motivation of teachers, through the perception of the school climate as a potential determinant of this relationship. The Multifactor Leadership Questionnaire (MLQ), the Work Tasks Motivation Scale for Teachers (WTMST), and the School Level Environment Questionnaire (SLEQ) were used to collect data. The obtained results indicate that the principal leadership style, perceived by teachers, affects teacher motivation directly, and indirectly, through the teachers’ perception of the school climate. This, however, explains a small part of the total variance of motivation, which suggests that motivation is mostly determined by the sum of other factors.

PERSEPSI GURU TERHADAP PENGARUH SUVERVISI KEPALA SEKOLAH DAN MOTIVASI KERJA TERHADAP KINERJA GURU DI SMP NEGERI KECAMATAN CIMERAK KABUPATEN PANGANDARAN

2019 ◽  
Vol 2 (1) ◽  
pp. 103-119
Author(s):  
Neneng Nurmalasari
Keyword(s):  
Work Motivation ◽  
Teacher Performance ◽  
Descriptive Analysis ◽  
Total Sample ◽  
School Principal ◽  
Analysis Method ◽  
Teacher Work ◽  
Principal Work ◽  
Principal Supervision

This article aims to determine the effect of supervision of Head master toward teacher performance, determine the influence of teacher work motivation toward teacher performance, and determine the influence of Head master supervision and teacher’s work motivation classically toward teacher performance. The method used is descriptive analysis method. It will hopefully be able to understand the problem based on the phenomenon at the time of the study. The subjects of this study were 120 State Teachers in Cimerak Subdistrict, Pangandaran Regency, with a total sample of 75 teachers. While the object of this study is the supervision of the principal, work motivation of teachers, and teacher performance. The data collected in this study were captured through a questionnaire in the form of scales in the range of scores from 1 to 5. The result of research is : 1) the effect of school principal supervision (X1) on Teacher Performance (Y) of 0.091; 2) the effect of teacher work motivation (X2) on teacher performance (Y) of 0.139; and 3) the influence of school principal supervision (X1) and teacher work motivation (X2) on teacher performance (Y) together by 0.165, meaning 0.835 is the influence of factors other than those examined.

scholarly journals The influence of supervision Implementation by school principal, school climate, and work motivation on performance of madrasah aliyah of palembang state teacher

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Karoma Karoma
Keyword(s):  
School Climate ◽  
Graduate Program ◽  
Work Motivation ◽  
Teacher Performance ◽  
School Principal ◽  
State University ◽  
Validity And Reliability ◽  
Analysis Techniques ◽  
Climate Influences ◽  
Service Data

The Influence of Supervision Implementation by School Principal, School Climate, and Work Motivation on Performance of Madrasah Aliyah of Palembang State Teacher, Dissertation of Graduate Program at State University of Padang. Population 141 teachers, research sample 60 (42.55%) teachers. Proportional sampling of random sampling based on education level, class and years of service. Data collected through questionnaires that have been tested for validity and reliability, and data analyzed by path analysis techniques. The findings indicate that Supervision Implementation by the Principal directly affects Teacher Performance 15.3%, Supervision Implementation by Principal Affects Teacher Performance through Work Motivation 8.29%, School Climate directly affects Teacher Performance 30.7%, School Climate influences on Job Performance through Work Motivation 16,64%, Work Motivation Influence on Teacher Performance 54,2%, Supervision Implementation by Principal, School Climate, and Work Motivation together influence to Teacher Performance 99,5%. Keywords: supervision, school climate, motivation, and teacher performance.

scholarly journals Exploring Readiness of Teachers Toward Remote English Teaching Context

2021 ◽  
Vol 1 (2) ◽  
pp. 45-61
Author(s):  
Ni Luh Ayu Gunawati Karuniasih
Keyword(s):  
Teaching And Learning ◽  
Online Survey ◽  
English Teachers ◽  
Learning Activity ◽  
English Teaching ◽  
Four Dimensions ◽  
Teaching Context ◽  
Work From Home ◽  
Teachers And Students ◽  
Readiness Level

Remote English teaching becomes a trend during the pandemic of Covid-19 outbreak. Schools in Indonesia are forced to conduct teaching and learning activity remotely during Work from Home (WFH) regulation. However, not all teachers were ready to teach virtually. This study aimed at investigating the teachers’ and students’ readiness toward remote English teaching. The subject were the English teachers at SMAN 1 Kubutambahan. An explanatory sequential mixed-method design was implemented in this research. The data were collected through an online survey and followed up with an interview. The data were collected through an online survey and analysed using Ideal Mean score analysis. The survey used a questionnaire which contain four dimensions, namely technology, innovation, people, and self-development to investigate the teachers’ and students’ readiness level.  The research finding showed that English teachers were categorized in the ready category, which means they were ready in conducting remote English teaching. The result of this research can be used as an evaluation for the teacher in order to improve their readiness level in the future.

scholarly journals PENGARUH SUPERVISI KEPALA SEKOLAH DAN IKLIM KERJA TERHADAP MOTIVASI KERJA GURU SEKOLAH DASAR DI KECAMATAN KERTASEMAYA KABUPATEN INDRAMAYU

Edum Journal ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 1-14
Author(s):  
Ayi Meldarena
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Work Motivation ◽  
Work Climate ◽  
School Principal ◽  
Survey Method ◽  
Questionnaire Data ◽  
School Teachers ◽  
Teacher Work ◽  
Principal Supervision

The purpose of this study was to find out how much influence the principal's supervision and work climate simultaneously had on the motivation of elementary school teachers working in Kertasemaya Subdistrict, Indramayu Regency. The research method used is the survey method with correlational techniques and regression and the collection technique data used are Likert scale questionnaire data on 65 public elementary school teachers in the Kertasemaya sub-district of Indramayu Regency. The results of the study can be concluded that: (1) There is a significant effect of supervision of the principal on the motivation of elementary school teachers working in the sub-district of Kertasemaya, Indramayu Regency. The magnitude of the influence of the principal's supervision of teacher work motivation is 17.3%, while the rest is influenced by other variables. (2) There is a significant effect of work climate on the motivation of elementary school teachers working in Kertasemaya Subdistrict, Indramayu Regency. The magnitude of the influence of the work climate on teacher work motivation is 21%, while the rest is influenced by other variables besides the supervision of the principal, which are not examined in this study (Epsilon). (3) there is a simultaneous significant effect of school principal supervision and work climate on the motivation of elementary school teachers working in Kertasemaya District, Indramayu Regency. The magnitude of the influence of the principal's supervision and the work climate simultaneously on the motivation of elementary school teachers working in Kertasemaya Subdistrict, Indramayu Regency is 32%, while the rest is influenced by other variables, which are not examined in this study (epsilon). To increase work motivation, it is necessary to supervise the principal regularly and need a conducive work climate.

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