scholarly journals SCHOOL CLIMATE AND TEACHER JOB PERFORMANCE: EVIDENCE FROM SHAMA DISTRICT OF GHANA

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Joseph Bentil
Keyword(s):  
School Climate ◽  
Job Performance ◽  
Organizational Climate ◽  
Interpersonal Relationships ◽  
Structure Interview ◽  
Educational Institutions ◽  
Educational Goals ◽  
Sequential Explanatory Mixed Method ◽  
Semi Structure Interview ◽  
Order Of Magnitude

<p>Although school climate is known to exert a potent sway on teachers’ overall effectiveness, little is known about it influence on teacher job performance in educational institutions in Ghana albeit no evidence from Shama District. In view of this lacuna in literature, this study employed Halpin and Croft’s (1963) dimensions of organizational climate as a theoretical lens to understand the influence of school climate on teacher job performance. The study utilized sequential explanatory mixed method design within the context of pragmatist paradigm. Census, proportionate stratified random and convenience sampling techniques was used to sample 585 respondents. Structured questionnaire and semi-structure interview were used to collect data which were analyzed using both descriptive and inferential statistics whereas thematic approach was employed in analyzing the qualitative data. The study revealed that open climate was dominant, followed by the autonomous, controlled, familiar, paternal and closed climates, and that generally job performance of teachers was rated as very good. Besides, the study indicated that school climate was a good predictor of teacher job performance. However, the study revealed that in order of magnitude, it was familiar climate that contributed most to teachers’ job performance, followed by open and controlled climates while the contribution of autonomous, paternal and closed climates were not significant. It was, therefore, recommended that headteachers and teachers should be conscious of the kind of interpersonal relationships that exist among them and be guided to strengthen the climate in their schools, especially the familiar, open and controlled climate traits since they contribute significantly to teacher job performance so as to realize educational goals and objectives.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0876/a.php" alt="Hit counter" /></p>

scholarly journals School Climate of Educational Institutions: Design and Validation of a Diagnostic Scale

2016 ◽  
Vol 9 (5) ◽  
pp. 96
Author(s):  
Sandra Becerra
Keyword(s):  
School Climate ◽  
Organizational Climate ◽  
Quantitative Research ◽  
Education Administration ◽  
Psychometric Validation ◽  
Educational Institutions ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Dynamic Relationships

<p class="apa">School climate is recognized as a relevant factor for the improvement of educative processes, favoring the administrative processes and optimum school performance. The present article is the result of a quantitative research model which had the objective of psychometrically designing and validating a scale to diagnose the organizational climate of educational institutions.</p><p class="apa">This study had the participation of 549 teachers and directors from 42 primary and secondary educational establishments of Chile. Diverse procedures were applied for the validation of content and psychometric validation in the various stages of the investigation, obtaining an instrument composed by seven factors and made up of conceptually and statistically consistent items. The complete scale and its sub-scales show adequate reliability, and likewise an appropriate validity, constituting it an instrument of wide use for supporting the process of education administration, and to promote coexistence climates of appreciation and respect among the educational participants.</p><p class="apa">The complete scale and its subscales permits the understanding that the organizational climate of the educational center is not reduced to the teacher-student relationship, but rather contemplates the dynamic relationships between diverse players, establishing the importance of the joint action between teachers, directives, students, and parents, as well as revealing the importance of some structural organization variables which influence the daily perception of school climate.</p>

School Climate and Its Impact on School Development in Nigeria

2020 ◽  
Author(s):  
Habibat Abubakar Yusuf ◽  
Ismail Hussein Amzat
Keyword(s):  
School Climate ◽  
Organizational Climate ◽  
Interpersonal Relationships ◽  
School Safety ◽  
Teaching And Learning ◽  
School Quality ◽  
School Development ◽  
Working Environment ◽  
Interactive Behavior ◽  
Learning Practices

Climate is a multifaceted concept in an organization, with few distinctions in the context of school settings. Although research on school climate stems from the study of organizational climate, and became a central variable in the educational research with a comprehensive review of the literature, there are significant differences in the approaches to the study of school climate. Scholars have studied climate at various levels of education, for example, elementary schools, secondary schools, and higher level schools as well as among teachers and school leaders. There is some divergence and variations in school climate across those contexts; there are also substantial similarities as shown in many past studies. School climate as a key player in school development can be driven by internal factors like interactive behavior and external factors such as school location, school size, student population, educational policies and socio-economic changes. Studies of climate in the educational context is multidimensional and can be viewed in a variety of ways due to diverse social effects. Climate has been investigated in relation to the general working environment of school, quality of school experience, school values and norms, interpersonal relationships of individual school members, teaching and learning practices, structure of the school, and feelings toward school life. In this regard, school climate is explored in relation to school development in Nigeria and focuses on those factors that have a greater potential to support teaching and learning practices, including school plants, school leadership, school culture, collegiality, school safety, and academic achievement. Relating these constructs to school development in Nigeria will give more precise and sizeable understanding on the importance of school climate towards attainment of sustainable school success.

scholarly journals Pemetaan Kendala dalam Aplikasi Ekonomi Kreatif di Kota Bengkalis

2019 ◽  
Vol 7 (2) ◽  
pp. 186
Author(s):  
Tri Handayani ◽  
Supriati Supriati
Keyword(s):  
Economic Development ◽  
Local Government ◽  
Central Government ◽  
Structure Interview ◽  
Educational Institutions ◽  
Creative Economy ◽  
Semi Structure Interview ◽  
The City

The phenomenon that occurs shows how potential Bengkalis city in terms of geographical aspects as a city that is very close to neighboring countries but from the aspect of creative economic development has not increased. This study aims to map the constraints of the creative economy industry in Bengkalis City and provide recommendations in order to improve and condition the creative economy better. The study was conducted in the city of Bengkalis by conducting a semi-structure interview with 50 respondents in order to explore the constraints faced by creative economic business actors from Administrative, Technical, Operational, and Managerial (ATOM) aspects. The results of the Technical, Operational and Managerial aspects are the majority of constraints felt by creative economy business actors. There must be a breakthrough effort that must be done by the local government, and synergy with the central government and educational institutions. Keywords: creative economic, administrative, technical, operasional, mangerial

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.

scholarly journals Effect of organizational climate upon the job performance of instructors’ physical education

2020 ◽  
Vol 24 (2) ◽  
pp. 72-76
Author(s):  
M.S. Luqman ◽  
J.U. Rehman ◽  
Z.U. Islam ◽  
S.D. Khan
Keyword(s):  
Physical Education ◽  
Job Performance ◽  
Organizational Climate ◽  
Sampling Technique ◽  
Educational Institutions ◽  
Communication Structure ◽  
Education Material ◽  
Supportive Culture ◽  
Education Performance ◽  
Structured Questionnaire

Propose: The current study was conducted to examine the effect of organizational climate on the Job Performance of Instructors’ Physical Education. Material: A quantitative method was employed for this purpose; a survey research design was used. There was 169 Instructors’ Physical Education preferred through stratified sampling technique. A structured questionnaire was administered to collect the data. The data was analyzed using inferential statistics (linear and multiple regression). Results: The results of the study indicated that organizational climate affect job satisfaction significantly. All the dimensions of organizational climate contribute to increasing the Instructors’ Physical Education performance. Conclusion: The current study concluded that Instructors’ Physical Education not only feel comfortable in a healthy organizational climate but also increase their level of performance. The study also depicted that effective communication structure, reward system, teamwork, career development, and effective planning and decision making strategies are the valuable ingredients to enhance the performance of Instructors’ Physical Education. Recommendation: Keeping in view the results of the current study, it is recommended that head of the institution may focus or promote supportive culture in their respective educational institutions to enhance the performance of instructors’ physical education.

School Culture

Education ◽  
2011 ◽  
Author(s):  
Patrick J. Schuermann ◽  
James W. Guthrie ◽  
Colleen Hoy
Keyword(s):  
School Climate ◽  
School Culture ◽  
Organizational Climate ◽  
Social Interactions ◽  
School Leaders ◽  
Shared Values ◽  
Educational Goals ◽  
Organizational Growth ◽  
Norms And Values ◽  
Literature Base

Similar to change efforts in other sectors, organizational growth in education does not occur in an isolated environment. Rather, it occurs within institutions that have norms and values, assumptions and expectations. While often used interchangeably, several authors distinguish the constructs of “school climate” and “school culture” on the basis of organizational climate being the descriptive beliefs and perceptions individuals hold of the organization and culture being the shared values, beliefs, and expectations that develop from social interactions within the organization. School culture is “the way we do things around here”—those tangible and intangible norms and values shared by members of a school that help shape the behaviors of teachers and school leaders. This article provides a compilation of the major works that form the literature base on the topic of school culture, with an emphasis on works that discuss ways in which school leaders and teachers can utilize school culture in the service of achieving key educational goals.

Konsep Administrasi Pendidikan

2020 ◽  
Author(s):  
Thomasna Illahi
Keyword(s):  
Human Resources ◽  
Education Sector ◽  
Education Administration ◽  
Educational Institutions ◽  
Educational Goals ◽  
Support Functions ◽  
Entire Process ◽  
Working Together ◽  
Central Support

Education administration is a series of activities or the entire process of controlling a number of people working together to achieve educational goals in a planned and systematic manner held in a particular environment, especially in the form of educational institutions. The backbone of the education sector is its administrative and operational staff. From finance to human resources, the central support functions are similar to those found in organizations of any size. Like other organizations, no school can operate effectively without them.

Administrasi Kurikulum

2020 ◽  
Author(s):  
Eva Lusiana eva eva
Keyword(s):  
Learning Activities ◽  
Educational Institutions ◽  
Educational Goals ◽  
Teaching Staff ◽  
Joint Effort ◽  
National Education ◽  
System A ◽  
National Education System ◽  
Latin Language ◽  
Teaching Learning

this article describe about curriculum administration. administration originates from the Latin language, which consists of the words ad and ministrare which means to help, serve or direct. The word administration can be interpreted as any joint effort to assist, serve and direct all activities, in achieving a goal. The curriculum is a set of plans and arrangements regarding the content and learning materials as well as the methods used to guide the implementation of learning activities to achieve certain educational goals (Law No.20 th 2003 on the National Education System). A curriculum is a plan prepared to expedite the teaching-learning process under the guidance and responsibilities of schools or educational institutions and their teaching staff.

Administrasi Kurikulum

2020 ◽  
Author(s):  
Qatrin Nada Sanya Rossevin
Keyword(s):  
Teaching And Learning ◽  
School Level ◽  
Educational Institutions ◽  
Educational Goals ◽  
Good Teaching ◽  
Learning Situation ◽  
Whole Process ◽  
Learning Practices ◽  
Teaching Programs ◽  
Principal Task

Curriculum administration is the whole process of planned and intentional and deliberate activities as well as ongoing guidance to the teaching and learning situation in order to help the achievement of educational goals effectively and efficiently.In this connection, at any school level the principal task of the school is to ensure that there are good teaching programs for students. Because basically the management or management of education focuses on all its efforts on teaching and learning practices (PBM). This seems clear that in essence all efforts and activities carried out in schools or educational institutions are always directed at the success of PBM.

Administrasi Kurikulum

2019 ◽  
Author(s):  
Riga Sari ◽  
Hade Afriansyah
Keyword(s):  
Science And Technology ◽  
Curriculum Evaluation ◽  
Learning Activities ◽  
Educational Institutions ◽  
Educational Goals ◽  
Curriculum Management ◽  
Learning Materials ◽  
The World ◽  
Institutional Learning ◽  
Materials Used

This article describe about curriculum. The curriculum is a set of plans and arrangements regarding the objectives, content, and learning materials and materials used as guidelines for the implementation of learning activities to achieve certain educational goals. Administration of the curriculum is a system of curriculum management that is cooperative, comprehensive, systemic, and systematic in order to realize the achievement of curriculum objectives. The aim of the curriculum is to achieve institutional learning at educational institutions, so that the curriculum plays an important role in realizing quality and quality schools. The method used in this study includes planning, implementation, supervision, and curriculum evaluation. Thus it can be seen that a good curriculum is a curriculum that follows the development of science and technology based on society. Failure in the administration of a curriculum will have fatal consequences on the success of the world of education.

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