scholarly journals School Climate: Its Impact on Teachers’ Commitment and School Performance

2021 ◽  
Vol 3 (2) ◽  
pp. 21-35
Author(s):  
Vilma H. Manla
Keyword(s):  
Elementary Schools ◽  
School Climate ◽  
School Performance ◽  
Well Being ◽  
Teaching Profession ◽  
Drop Out ◽  
Congressional District ◽  
School Teaching ◽  
Teachers And Parents ◽  
The Relationship

The aims of this study were to determine the perceptions of school climate, teachers’ commitment and school performance held by principals, teachers and parents and the relationship among these variables. Thirty elementary schools of the third congressional district of Bohol consisting of 200 teachers, 30 principals and 60 parents who were randomly sampled took part in the study. The teachers and parents completed two survey instruments: Organizational Health Inventory for elementary schools (OHI-E) from Hoy and Tarter to examine school climate and Organizational Commitment Questionnaire (OCQ)from Celep to test teachers’ commitment, while the principals were made to answer an additional questionnaire that solicits data regarding the school performance. With the school as the unit of analysis, the OHI-E outlined and measured five elements related to school climate (teacher affiliation, institutional integrity, collegial leadership, resource influence and academic influence). Those five were the independent variables used for the study. The dependent variables were the teachers’ commitment with regard to the commitment to school, teaching profession, pupils and work group; and school performance measured by graduation, retention, promotion, participation, repetition, failure, drop-out rates and the National Achievement Test Result. Data were analyzed using frequency count and simple percentage calculation. Weighted mean score was used to assess the level of school climate, teachers’ commitment and school performance. Furthermore, parametric test like Pearson Product-Moment Correlation (rxy) was used to determine the degree of relationship between school climate and the teachers’ commitment; while Spearman Rank Correlation (rs) was used to determine the relationship of school climate and school performance. Results indicated that school climate is related to teachers’ commitment and school performance. These findings have significant implications for the implementation of change in schools, motivation, productivity, well-being, and learner achievement.

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.

scholarly journals Emotional Intelligence, Social Support and General Well-Being of Working and Non-Working Muslim Women

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. Nishat Afroz
Keyword(s):  
Social Support ◽  
Emotional Intelligence ◽  
Descriptive Analysis ◽  
Muslim Women ◽  
Well Being ◽  
Teaching Profession ◽  
T Test ◽  
Coefficient Of Correlation ◽  
The Relationship ◽  
The City

The purpose of the study was to identify and compare the emotional intelligence, general well-being and social support of working and non-working Muslim women and to find out the relationship between emotional intelligence, general well-being and social support of Muslim women. Sample of the study comprised of 80 females subjects divided into two groups. One group was consisted of 40 working females from teaching profession and other group was consisted of 40 non-working females i.e., housewives. All subjects were belonged to Muslim religion and were drawn from the city of Varanasi. Data have been analysed by using descriptive analysis, t-test, and coefficient of correlation. Findings indicated that working and non-working Muslim females did not differ on any of the scale i.e., emotional intelligence, general well-being and social-support.

scholarly journals Perundungan dan School Well-being: Place Attachment sebagai Moderator

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Katarina Menik Astuti ◽  
Ratna Djuwita
Keyword(s):  
High School ◽  
School Climate ◽  
Data Collection ◽  
Place Attachment ◽  
Well Being ◽  
The Relationship ◽  
High Place

Abstrak. Salah satu bentuk perilaku yang dapat menurunkan school well being dan membuat iklim sekolah menjadi tidak menyenangkan adalah perundungan. Studi literatur menunjukkan bahwa selain perundungan, place attachment terhadap sekolah ternyata juga mempengaruhi school well being. Peneliti mengajukan hipotesis bahwa place attachment berperan sebagai moderator dalam hubungan antara perundungan dan school well being. Pengambilan data dilakukan pada 133 orang mahasiswa tingkat pertama dengan menggunakan kuesioner yang mengadaptasi alat ukur school well-being dan place attachment. Selain itu ditanyakan pula pengalaman perundungan responden saat di SMA. Hasil penelitian membuktikan bahwa place attachment berperan sebagai moderator dalam hubungan antara perundungan dengan school well-being; semakin tinggi place attachment maka semakin kuat hubungan negatif antara perundungan dengan school well-being. Hal ini menunjukkan bahwa place attachment dapat menjadi penangkal terhadap perundungan. Bagi siswa yang memiliki ikatan dan identifikasi diri yang kuat terhadap sekolah, maka perundungan yang terjadi tidak menurunkan school well-beingnya. Mereka akan tetap merasa nyaman bersekolah walaupun perundungan masih terjadi.Kata kunci: Perundungan, Place Attachment, School Well-being, ModeratorAbstract. One form of behavior that can reduce school well-being and make unpleasant school climate is bullying. Literature studies shows, that besides bullying, place attachment to school also affects school well being. The researcher hypothesized that place attachment acts as a moderator in the relationship between bullying and school well being. Data collection was conducted on 133 first-degree students using a questionnaire adapting the school well-being and place attachment questionnaire. In addition, the questionnaire also asked about respondents' bullying experience when in high school. The results show that place attachment acts as a moderator in the relationship between bullying with school well-being: Higher  place attachment will act as a buffer on bullying.  Students who have strong bonds and identify themself strongly with their schools, their school well-being will not be harmed by bullying. This suggests that students with high place attachment can remain comfortable and happy in school, even though bullying still occurs in their schools.Keywords: Bullying, Moderation, Place Attachment, School Well-being

scholarly journals Instructional Leadership Practices, Teachers’ Satisfaction and School Performance Indicators

2020 ◽  
Author(s):  
Cheryl Dalapo Anub
Keyword(s):  
Instructional Leadership ◽  
Interpersonal Relationships ◽  
School Performance ◽  
Significant Relationship ◽  
Performance Indicators ◽  
Leadership Practices ◽  
Retention Rate ◽  
Statistical Treatment ◽  
Drop Out ◽  
Congressional District

The main thrust of this study was to determine the Instructional Leadership Practices, Teachers’ Satisfaction and the School Performance Indicators and the relationship among these variables. The study was conducted to the thirty secondary schools having full-fledged principals in the Third Congressional District in Bohol. Randomly sampled two hundred eighty five (285) participants comprising 30 principals and the 255 teachers took part in the study. The data were subjected to statistical treatment using the weighted mean to assess the perception of the principals and the teachers about the Instructional Leadership Practices and the teachers’ satisfaction. Pearson Product Moment of Correlation was used to determine the significant relationship between the Instructional Leadership Practices and teachers’ satisfaction. Spearman Rank of Correlation was used to determine the significant relationship between the Instructional Leadership Practices and the school performance indicators. Four of the 10 items of instructional leadership practices were perceived by the principals and teachers as “Always” while 6 of the items were perceived as “Very Often”. Teachers are satisfied in terms of management and very satisfied with their work characteristics and interpersonal relationships. For school performance indicators, most of the respondents obtained a rating of “Outstanding” in terms of retention rate, completion rate, graduation rate, promotion rate, repetition rate, drop-out rate and failure rate. Teachers viewed that the Instructional Leadership Practices is related to teachers’ satisfaction while both the principals and the teachers claimed that it is related to school performance indicators. This study concludes that the principals’ leadership practices can affect teachers’ satisfaction and the school performance indicators. Hence, it is recommended, that DepEd Personnel should utilize the findings of this study and consider the proposed enhancement plan for the improvement of principals instructional leadership practices leading to the improvement of quality of teaching and student learning.

Exploring the Influence School Climate on the Relationship between School Violence and Adolescent Subjective Well-Being

2019 ◽  
Vol 12 (6) ◽  
pp. 2095-2110 ◽  
Author(s):  
Jorge J. Varela ◽  
David Sirlopú ◽  
Roberto Melipillán ◽  
Dorothy Espelage ◽  
Jennifer Green ◽  
...  
Keyword(s):  
School Climate ◽  
School Violence ◽  
Well Being ◽  
Subjective Well Being ◽  
The Relationship

Parent–teacher partnerships in group music lessons: a collective case study

2019 ◽  
Vol 37 (2) ◽  
pp. 169-179
Author(s):  
Kathryn Ang ◽  
Clorinda Panebianco ◽  
Albi Odendaal
Keyword(s):  
School Children ◽  
Well Being ◽  
Kuala Lumpur ◽  
Collective Case Study ◽  
Teacher Relationships ◽  
Music Lessons ◽  
Klang Valley ◽  
Teachers And Parents ◽  
The Relationship

AbstractDeveloping effective parent–teacher relationships in music lessons is important for the well-being and learning outcomes of the learners. The aim of this collective case study was to explore the relationship between teachers and parents of pre-school children in group music lessons in the Klang Valley, which is an area in West Malaysia centred on Kuala Lumpur. It includes the neighbouring cities and towns in the state of Selangor. Interviews were conducted with nine parents and three teachers of three group music classes for pre-school children. The results point to the values and attitudes that parents and teachers hold and the interactions between them that both encouraged and discouraged parent–teacher partnerships, which are relationships where trust, reciprocity, mutuality, shared goals and decision making are essential characteristics.

scholarly journals THE BACK BURNER: EDUCATIONAL EQUITY, RESILIENCE, AND PSYCHOLOGICAL WELL-BEING AS A PREDICTOR ON PROMOTING STUDENTS MENTAL HEALTH

2021 ◽  
Vol 9 (3) ◽  
pp. 808-822
Author(s):  
Mehboob Ul Hassan ◽  
Intzar Hussain Butt
Keyword(s):  
Mental Health ◽  
Elementary Schools ◽  
Educational Equity ◽  
Strong Association ◽  
Well Being ◽  
Intellectual Ability ◽  
School Reforms ◽  
Psychological Well Being ◽  
Equitable Education ◽  
Teachers And Parents

Purpose of the Study: The purpose of the current research was to determine the effect of equitable education, resilience, and psychological well-being on promoting student's mental health. The researchers eagerly explored everyday situations happening in male elementary schools of district Lahore, focusing on pandemic situations with zeal and zest. Methodology: The researchers structured causal-comparative research focusing positivist paradigm on a sample of randomly selected 980 respondents enrolled in male elementary schools of district Lahore of Punjab-Pakistan. The authors collected the data after administering Scott (2006) Educational Equity and school reforms Scale, Prince-Embury (2013) Resiliency Scales for Children and Adolescents, Ryff’s (1989) Psychological Well-beings Scale, and Lukat et al. (2016) Positive Mental Health Scale. After ensuring ethical considerations, the researchers run regression technique, one way; ANOVA and Pearson Product Moment Correlation (r) on the participants data. Main findings: The findings revealed that educational equity effect 81%, resilience 87.10%, and psychological well-being affect 66.60% in promoting students mental health. Educational equity, resilience, and psychological well-being have the same effect on 6th, 7th, and 8th grades students in promoting their mental health. Further a significant strong association between educational equity and mental health (r = .900**, n = 985, p < .05), resilience and mental health (r = .946**, n = 984, p < .05) and psychological well-beings and students mental health (r = .815**, n = 985, p < .05). Applications of this study: The results of the research will be applicable for headteachers, teachers, and parents to get aware of the worth of equitable education, resilience, and psychological well-being that play an enormous role in promoting students mental health. The debatable constructs of the current research will provide capable stakeholders to know the entire magnitude of mental health that drastically instigate and enhance student's vigour, attentiveness, dependability, intellectual ability, and optimism. Novelty/originality of this study: It is evident from the literature that less work is conducted inequitable education, resilience, and psychological well-being that play a massive role in promoting students mental health. In the case of Pakistan, the situation is very alarming and the meager because none of the researchers took initiative to framed research on these burning constructs. However, this research will opened new dimensions for the future researchers that will raise their intentions to explore the effect of primary, secondary, higher secondary, and tertiary level students equitable education, resilience, and psychological well-being on their mental health.

Sign in / Sign up

Export Citation Format

Share Document