scholarly journals Correlating the School Climate and Teacher Leadership of Catholic Schools in Antique, Philippines

2021 ◽  
pp. 22-34
Author(s):  
Joel M. Bual ◽  
Dennis V. Madrigal
Keyword(s):  
School Climate ◽  
Educational Attainment ◽  
Teacher Leadership ◽  
Professional Learning ◽  
School Environment ◽  
Catholic Schools ◽  
Employment Status ◽  
Rank Correlation ◽  
Catholic School ◽  
Professional Status

Aims: This study assessed the degree of school climate and extent of teacher leadership of Catholic schools in Antique, Philippines. It also investigated the difference in the school climate when assessors were grouped according to the designation. Likewise, it correlated the teachers' age, sex, employment status, educational attainment, and professional status with the teacher leadership. Finally, it determined the relationship between school climate and teacher leadership. Methodology: The study utilized the descriptive-comparative and correlational design. The respondents were 486 administrators, teachers, and students of these Catholic schools during 2020-2021. It employed the adopted school climate questionnaire and standardized teacher leadership scale in gathering the data. In data analysis, Mean, Standard Deviation, Frequency Count, Percentage Distribution, Rank, Kruskal Wallis, and Spearman Rank Correlation were used. Results: Generally, the school climate (M=2.87, SD=0.56) is very satisfactory with relationship (M=3.02, SD=0.66) as the highest and physical resources aspect (M=2.73, SD=0.69), the lowest. The teacher leadership (M=3.03, SD=0.56) is practiced to a great extent with community (M=3.16, SD=0.62) as the highest and policy (M=2.96, SD=0.65) and professional learning (M=2.95, SD=0.64), the lowest. It also showed that there was no difference in school climate assessment [H(1)=0.688, P=.407]. Regarding the correlation, there was no relationship between age [ρ(153)=-0.020, P=.808], sex [ρ(153)=0.076, P=.350], employment status [ρ(153)=0.036, P=.657], educational attainment [ρ(153)=0.140, P=.082], professional status [ρ(153)=-0.028, P=.730] and teacher leadership. Meanwhile, there was relationship between the school climate and teacher leadership [ρ(484)=0.605, P=.000]. The top school climate challenges are teaching strategies, academic loading, and physical environment. In terms of teacher leadership, the top issues are teacher evaluation, professional development support, communicative relationship, and teacher involvement and recognition. Conclusion: Establishment of a healthy and supportive Catholic school environment is vitally essential both in maintaining the school climate and in mobilizing the teachers in their exercise of leadership.

Catholic Schools and Immigrant Students: A New Generation

2009 ◽  
Vol 111 (3) ◽  
pp. 783-816
Author(s):  
Vivian Louie ◽  
Jennifer Holdaway
Keyword(s):  
High School ◽  
Public Schools ◽  
Educational Attainment ◽  
Low Income ◽  
Catholic Schools ◽  
Second Generation ◽  
Immigrant Students ◽  
Immigrant Families ◽  
Catholic School ◽  
New Immigrants

Background/Context This article considers the role of Catholic schools, an institution born of the adaptation of previous immigrant waves, in the education of new immigrants and their native-born counterparts. The new immigrants enter a landscape in which education plays a much bigger role than it did for their predecessors and yet faces many challenges. Public schools, particularly in urban centers, struggle with financial difficulties and new standards of accountability. Although scholars and the media have praised Catholic schools for performing better than public schools in promoting academic achievement among urban low-income minority students, the Catholic system also faces fiscal difficulties, declining enrollments, and school closings. Purpose/Objective/Research Questions/Focus of Study We examine the use of Catholic school by families of different ethnic backgrounds and how attendance relates both to religious affiliation and to socioeconomic class. We also analyze whether attending or graduating from Catholic high school has a positive effect on educational attainment and on the incidence of arrest and incarceration for men, and early childbearing for women. Finally, we seek to understand why immigrant families choose Catholic schools and how their children experience them. Research Design We draw on data collected for the Immigrant Second Generation in Metropolitan New York Study (ISGMNY). The study includes survey data on 3,415 young adults aged 18–32 who were interviewed between 1998 and 2001. Respondents include second-generation immigrants and native-born individuals. The study also includes qualitative data from in-depth interviews. For this article, we use interviews conducted with 74 respondents from immigrant and native-born groups who attended Catholic high schools, and those who referenced Catholic schools in their educational history even if they did not attend. Conclusions/Recommendations For immigrant families who have arrived recently, religion seems to be more or less irrelevant to the decision to send their children to Catholic school. Instead, like many native Blacks and Latinos, these families choose Catholic schools to avoid what they see as a seriously deficient public school system. To some extent, this represents a rational choice, but for many immigrant families, it also reflects a lack of knowledge about the public education system. Although many low-income families would like to send their children to Catholic school, cost is an insurmountable barrier for many. With the exception of native-born Whites, socioeconomic factors are very important in shaping who can go to Catholic school and whether students can stay until graduation. In many cases, families were forced to withdraw their children by high school, when costs rise sharply. Nonetheless, overall, the data show a benefit in terms of educational attainment for nearly all groups, and also a positive impact in terms of avoiding of certain problems, such as early pregnancy for girls and trouble with police for boys.

Does School Climate Mean the Same Thing in the United States as in Mexico? A Focus on Measurement Invariance

2017 ◽  
Vol 37 (1) ◽  
pp. 55-68 ◽  
Author(s):  
Kathan D. Shukla ◽  
Tracy E. Waasdorp ◽  
Sarah Lindstrom Johnson ◽  
Mercedes Gabriela Orozco Solis ◽  
Amanda J. Nguyen ◽  
...  
Keyword(s):  
United States ◽  
School Climate ◽  
Measurement Invariance ◽  
School Environment ◽  
Climate Model ◽  
The United States ◽  
School Students ◽  
Scale Scores ◽  
Partial Invariance ◽  
The U.S

School climate is an important construct for guiding violence prevention efforts in U.S. schools, but there has been less consideration of this concept in its neighboring country Mexico, which has a higher prevalence of violence. The U.S. Department of Education outlined a three-domain conceptualization of school climate (i.e., safe and supportive schools model) that includes engagement, safety, and the school environment. To examine the applicability of this school climate model in Mexico, the present study tested its measurement invariance across middle school students in the United States ( n = 15,099) and Mexico ( n = 2,211). Findings supported full invariance for engagement and modified-safety scales indicating that factor loadings and intercepts contributed almost equally to factor means, and scale scores were comparable across groups. Partial invariance was found for the environment scales. Results of a multigroup confirmatory factor analysis (MGCFA) consisting of all 13 school climate scales indicated significantly positive associations among all scales in the U.S. sample and among most scales in the Mexico sample. Implications of these findings are discussed.

scholarly journals School climate as the determinant of the relationship between the level of students’ resilience and school satisfaction

2011 ◽  
Vol 1 (1) ◽  
pp. 19-37 ◽  
Author(s):  
Viola Tamášová ◽  
Silvia Barnová
Keyword(s):  
School Climate ◽  
Protective Factors ◽  
School Environment ◽  
School Satisfaction ◽  
Normal Functioning ◽  
Subjective Interpretation ◽  
The Relationship

AbstractResilience is an individual’s capacity to recover, adapt, and keep mental balance and normal functioning when exposed to significant adversity. This competence plays an important role in one’s life because it increases the probability of achieving success in various spheres of life. Schools can foster students’ resilience by providing a positive school environment and a sufficient number of protective factors, but it is the subjective interpretation of conditions and experiences rather than the exposure to them that is significant. The main objective of this research was to study to what extent school satisfaction, i.e. subjective interpretation of the school climate, influenced the level of students’ resilience. Not all our findings are compatible with the results of other studies. Despite the limits of our research, its results can serve as a basis for further work as not much has been done in the field of resilience research in Slovakia.

scholarly journals Utilizing Authenticity: Options for Catholic Education in a Particular Detraditionalized Cultural Context

Religions ◽  
2021 ◽  
Vol 12 (10) ◽  
pp. 807
Author(s):  
Richard Rymarz
Keyword(s):  
Catholic Education ◽  
Religious Identity ◽  
School System ◽  
Catholic Schools ◽  
Cultural Context ◽  
Catholic School ◽  
Initial Position ◽  
Human Community ◽  
Common Values ◽  
Traditional Structures

This paper addresses some conceptual options for Catholic education in a particular cultural context. This context is where the Catholic school system is large, stable, and well established but in the wider cultural context, the place of religion in society is detraditionalized. This detraditionalization is reflected in Catholic school enrolments where increasing numbers of students come from non-Catholic backgrounds, where, amongst Catholics, engagement with traditional structures is low or where there is no religious association at all. To initiate discussion a simple dichotomy is introduced; do Catholic schools promote religious identity or do they address a wider demographic by stressing harmonized common values and policies? To elaborate on this initial position several conceptual perspectives are offered. A key discussion point centres around the human community of Catholic schools and how they align with the various options that are proposed.

scholarly journals PEMAHAMAN GURU PENDIDIKAN AGAMA KATOLIK TENTANG TUGAS MISIONER GEREJA DAN PELAKSANAANNYA DI SLTA KATOLIK KOTA MADIUN

2019 ◽  
Vol 19 (1) ◽  
pp. 100-115
Author(s):  
Aloysius Iryanto ◽  
Don Bosco Karnan Ardijanto
Keyword(s):  
Qualitative Research ◽  
High Schools ◽  
Catholic Schools ◽  
Catholic School ◽  
Catholic High Schools ◽  
School Teachers ◽  
Religious Educators ◽  
Starting Point ◽  
The City ◽  
The Church

The Sacrament of Baptism and of Confirmation urge the faithful to participate in the mission of the Church. One of various realizations of the Church’s mission is running the Catholic Schools.  In other words, all members of a Catholic school: teachers, employees, students, foundations or parents, are called and sent to be involved in the mission of the Church. One of the fruits of carrying out Church missionary duties in Catholic schools is baptism. In 2012-2016 the number of baptisms in the Catholic High Schools in the city of Madiun was 15 people. Starting from the above, several questions can be asked as the starting point of this research: 1) What is the Church’s mission? 2) What is the Church’s mission according to the Catholoc religious educators? 3) How do the Catholic religious educators implement the Church’s mission in the Catholic Senior High Schools in Madiun city? This study aims: describing the understanding of the Church’s mission, to analyze the understanding of Religious Educators on the Church’s mission and to analyze how the religious educators to realize the Church’s mission in the Catholic Senior High Schools in the Madiun city. To achieve these objectives, researcher used qualitative research methods with interview techniques. The respondents of this study were religious educators in four Catholic Senior High Schools in Madiun. The results of the study show that: 1) The Religious Educators know the understanding of the Church’s mission. 2) All faithful are responsible to participate in the Church’s mission. 3) The Religious Educators had to be responsible and to involve in the Church’s mission in Catholic Senior High Schools. 4) The Religious Educators had already done and implemented the Church’s mission in their schools. In fact, there were some difficulties come from extern or intern of the schools.

Living Between: Exploring a Framework of Spirituality for Teachers and Students in Catholic Schools

2021 ◽  
Vol 25 (2) ◽  
pp. 184-205
Author(s):  
Rina Madden
Keyword(s):  
Identity Formation ◽  
Religious Education ◽  
Professional Learning ◽  
Catholic Schools ◽  
Meaning Making ◽  
Self Reflection ◽  
Area Of Interest ◽  
Teachers And Students ◽  
Teacher Professional ◽  
People Today

Abstract This paper proposes a focus on human experience as the locus of identity construction and meaning making and presents a dialogical framework of Christian spirituality as a heuristic for teacher professional learning in religious education in Australian Catholic schools. Firstly the paper explores spirituality as a growing area of interest for young people today and its relation to identity formation for teachers and students in Australian Catholic schools. Secondly it presents a relatable theological framework of spirituality as an opening to transformative dialogue and self-reflection. Finally it describes the four paradigms of spirituality of the framework and the curriculum possibilities they raise.

EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS

2021 ◽  
Author(s):  
Lieketseng Lethole ◽  
◽  
June Palmer ◽  
Edwin de Klerk ◽  
◽  
...  
Keyword(s):  
High Schools ◽  
Teacher Leadership ◽  
School Environment ◽  
Leadership Skills ◽  
Change Agents ◽  
Leadership Succession ◽  
Interpretive Paradigm ◽  
Sustainability Principles ◽  
Collaborative Efforts ◽  
Do So

Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEMs) in Lesotho high schools to explore the views they consider most relevant in developing teacher leadership skills to ensure leadership succession as sustainable practice. The findings reveal that to achieve sustainable teacher leadership, there is a need to withdraw from a top-down hierarchical model of leadership towards more flexible, transformative, and empowering approaches to leadership. Furthermore, in order to maintain sustainable teacher leadership, HoDs and DEMs must be innovative in providing reflective plans for professional development that can sustain teachers throughout their careers and foster learning environments that are healthy for teachers, learners, and the school. The study recommends that school leaders should mobilise the leadership expertise of teachers in their schools in order to create more chances for transformation and capacity building. Sustainable teacher leadership can help bring about great improvements in a school, including extending the scope of leadership beyond what the HoDs and DEMs cannot achieve alone, and building their relationship capacity to become collaborative change agents.

Demographics as Variable in Assessing the Teaching Competence of Teachers in Catholic Schools

2020 ◽  
Vol 3 (2) ◽  
pp. 33-34
Author(s):  
Chona D. Jorilla ◽  
Joel M. Bual
Keyword(s):  
Personal Growth ◽  
Catholic Schools ◽  
Teaching And Learning ◽  
Professional Standards ◽  
Professional Status ◽  
Quality Teachers ◽  
Teaching Competence ◽  
High Regard ◽  
Teaching Learning ◽  
K 12

Competent and quality teachers are the principal key of an excellent educational system, for they contribute to the integral formation of the learners. Their unique role in the teaching-learning process enables these children to maximize their potentials in becoming active and critical thinkers. Through this professional endeavor, they become stewards of knowledge not only for learners but also for the building and growth of the nation. Thus, for teachers to perform this mission, they must show high regard for professional standards and competence. However, most Catholic schools nowadays are confronted with the challenges of teaching competence due to the gradual migration of qualified educators to public institutions considering the demands of high remuneration and K-12 educational reform. In this sense, they resort to hiring new and unqualified teachers who compromise the continuity of quality Catholic teaching and learning.  Hence, the paper assessed the level of teaching competence of Diocesan Catholic schools in Antique in the light of content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development domains of Philippine Professional Standards for Teachers (PPST). Likewise, it sought to establish the relationship between teaching competence and their age, sex, employment status, and professional status.              

Sign in / Sign up

Export Citation Format

Share Document