A qualitative study of teachers' perceptions of school climate utilizing the interview method

1987 ◽  
Author(s):  
Jeffrey Steven Winter
Keyword(s):  
School Climate ◽  
Qualitative Study ◽  
Teachers Perceptions ◽  
Interview Method ◽  
Perceptions Of School

scholarly journals Principal’s Practices and School’s Collective Efficacy to Preventing Bullying: The Mediating Role of School Climate

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110525
Author(s):  
Ana Carolina Reyes-Rodríguez ◽  
Angel Alberto Valdés-Cuervo ◽  
José Angel Vera-Noriega ◽  
Lizeth Guadalupe Parra-Pérez
Keyword(s):  
School Climate ◽  
Collective Efficacy ◽  
Latent Variable ◽  
Critical Role ◽  
Teaching Experience ◽  
Bullying Prevention ◽  
Self Report ◽  
Equation Modeling ◽  
Teachers Perceptions ◽  
Perceptions Of School

Differences in bullying rates between schools could be explained by school efficacy. This study examined the relationships among teachers’ perceptions of principals’ practices, school climate, and school collective efficacy to prevent bullying. The sample comprises 403 Mexican elementary-school teachers; 35% were male, and 65% were female. The teaching experience ranged from 2 to 35 years ( M = 13.2 years, SD = 9.1). Teachers answered self-report measures. A latent variable structural equation modeling (SEM) approach was used. SEM model indicated that principal’s bullying prevention was directly related to a positive school climate, but they did not influence teachers’ perceptions of school collective efficacy. Also, principals’ support for teachers’ antibullying practices positively affected school climate and school collective efficacy. Both principal involvement and support had an indirect relationship with school collective efficacy. Overall, findings suggest that the principal has a critical role in promoting teachers’ perceptions of school collective efficacy in bullying prevention.

A meta-analytic perspective on school climate studies in Turkey: The impact of some demographic variables

2017 ◽  
Vol 7 (3) ◽  
pp. 453-482
Author(s):  
Emre Sönmez ◽  
Ferudun Sezgin
Keyword(s):  
School Climate ◽  
Significant Influence ◽  
Meta Analysis ◽  
Demographic Variables ◽  
Teachers Perceptions ◽  
Study Results ◽  
Doctoral Dissertations ◽  
The Impact ◽  
Climate Studies ◽  
Perceptions Of School

The purpose of this study is to analyze teachers' perceptions of school climate by gender and branch and have an overall idea on this issue. Meta-analysis method was employed in this study. Master's theses and doctoral dissertations as well as academic articles published in peer-reviewed journals dwelling on teachers' views on school climate in Turkey were analysed through various databases. A total of 30 studies meeting the criteria for inclusion in the study were included. In the analysis of research data, a random effects model was used. Results indicate that gender has no significant influence on the dimensions of disengagement, directiveness, and supportiveness of school climate, but has a significant influence on the dimensions of restrictiveness and intimacy. Gender was seen to have a significant but low influence on restrictiveness in favour of male teachers and on intimacy on behalf of female teachers. According to the study results, branch does not have a significant influence on the dimensions of school climate except for disengagement. Branch was seen to have a significant but low impact on disengagement in favour of subject teachers. In this sense, it was concluded that superficial variables like gender and branch do not have any determining influence on teachers' perceptions of school climate. Therefore, it may be recommended for researchers to study more primary factors concerning school climate.

scholarly journals STUDI KASUS PERSEPSI DAN KOMITMEN GURU TERHADAP AKREDITASI SEKOLAH XYZ DI DEPOK, JAWA BARAT

2018 ◽  
Vol 19 (1) ◽  
pp. 31-42
Author(s):  
Vallyrina Trysia
Keyword(s):  
School Quality ◽  
School Principals ◽  
Teachers Perceptions ◽  
Interview Method ◽  
Qualitative Descriptive ◽  
Descriptive Approach ◽  
The Government ◽  
Perceptions Of School ◽  
Teacher's Perception ◽  
School Accreditation

School accreditation from the government is an evaluation that must be passed by every unit of education in Indonesia based on the standards set by the Badan Akreditasi Nasional/Madrasah. School accreditation is not just a requirement that must be met just for formality, but it is an effort to improve school quality. However, the large number of administrative documents that must be completed by schools for accreditation plus the number of teachers’ workloads resulted in teachers viewing school accreditation as an additional work burden. The purpose of this research is to analyze teacher's perception and commitment to the accreditation of XYZ School in Depok, West Java as well as obstacles experienced during accreditation. This is the focus of research because teachers' perceptions and commitments are keys to realize a smooth accreditation process with satisfactory results. This research use qualitative descriptive approach. Data collection was done by interview method to two school principals and 12 teachers of XYZ School, supported by questionnaire. The results showed that teachers' perceptions of school accreditation is fairly good, but commitment to accreditation were moderate. The constraints experienced by teachers in accreditation were also considered moderate.   Akreditasi sekolah dari pemerintah merupakan evaluasi yang harus dilalui tiap satuan pendidikan di Indonesia berdasarkan standar yang ditetapkan oleh Badan Akreditasi Nasional Sekolah/Madrasah. Akreditasi sekolah ini bukanlah sekedar persyaratan yang harus dipenuhi tanpa tujuan, tetapi merupakan suatu upaya meningkatkan kualitas sekolah. Di sisi lain, banyaknya dokumen administratif yang harus dilengkapi sekolah untuk akreditasi ditambah banyaknya load kerja guru mengakibatkan guru memandang akreditasi sekolah hanya sebagai beban pekerjaan tambahan. Tujuan dari penelitian ini adalah untuk menganalisis persepsi dan komitmen guru, terhadap akreditasi Sekolah XYZ di Depok, Jawa Barat beserta kendala yang dialami selama akreditasi. Hal ini menjadi fokus penelitian dikarenakan persepsi dan komitmen guru menjadi kunci yang sangat penting bagi pihak Sekolah XYZ untuk mewujudkan proses akreditasi yang lancar dengan hasil yang memuaskan. Pengumpulan data dilakukan dengan metode wawancara kepada 2 orang kepala sekolah dan 12 orang guru Sekolah XYZ yang didukung dengan kuesioner. Pendekatan penelitian ini adalah kualitatif deskriptif. Hasil penelitian menunjukkan bahwa persepsi guru terhadap akreditasi sekolah termasuk cukup baik, tetapi dan komitmen guru tergolong sedang. Sedangkan kendala yang dialami guru dalam akreditasi juga dinilai sedang.

scholarly journals Relationship between teachers' philosophical beliefs about education and their perceptions of school climate

2020 ◽  
Vol 10 (3) ◽  
pp. 635-654
Author(s):  
Fatih Şahin
Keyword(s):  
School Climate ◽  
Educational Philosophy ◽  
Educational Beliefs ◽  
Teachers Perceptions ◽  
Philosophical Beliefs ◽  
Teachers Beliefs ◽  
Climate Scale ◽  
The Relationship ◽  
Academic Year ◽  
Perceptions Of School

This study investigated the relationship between teachers' educational beliefs and their perceptions about school climate. The study was designed as a correlational survey model. The sample included 357 teachers working in the central districts of Van province in 2019-2020 academic year. "Educational Beliefs Scale" and "School Climate Scale" were used as data collection tools. Correlational and regression analyses were carried out to explore the relationships among the study variables. According to the results, teachers' beliefs about contemporary philosophical approaches were strong. In terms of teachers' perceptions of school climate, all scores were close to each other, but higher scores were found in directive and supportive school climates. Results concerning the relationship between education beliefs and school climate showed that teachers having progressivist and existentialist education beliefs saw their schools as more supportive and directive while teachers having a reconstructionist educational philosophy perceived their schools as more directive and restrictive. Teachers adopting a perennialist educational belief interestingly described their schools as more supportive, directive and intimate. As expected, teachers who follow essentialist beliefs in education regarded their schools as more restrictive in terms of climate. The results of the study indicated that teachers' philosophical beliefs about education were, although at a low level, a significant predictor of their perception of school climate.

STUDI KASUS PERSEPSI DAN KOMITMEN GURU TERHADAP AKREDITASI SEKOLAH XYZ DI DEPOK, JAWA BARAT

2018 ◽  
Vol 19 (1) ◽  
pp. 31
Author(s):  
Vallyrina Trysia
Keyword(s):  
School Quality ◽  
School Principals ◽  
Teachers Perceptions ◽  
Interview Method ◽  
Qualitative Descriptive ◽  
Descriptive Approach ◽  
The Government ◽  
Perceptions Of School ◽  
Teacher's Perception ◽  
School Accreditation

School accreditation from the government is an evaluation that must be passed by every unit of education in Indonesia based on the standards set by the Badan Akreditasi Nasional/Madrasah. School accreditation is not just a requirement that must be met just for formality, but it is an effort to improve school quality. However, the large number of administrative documents that must be completed by schools for accreditation plus the number of teachers’ workloads resulted in teachers viewing school accreditation as an additional work burden. The purpose of this research is to analyze teacher's perception and commitment to the accreditation of XYZ School in Depok, West Java as well as obstacles experienced during accreditation. This is the focus of research because teachers' perceptions and commitments are keys to realize a smooth accreditation process with satisfactory results. This research use qualitative descriptive approach. Data collection was done by interview method to two school principals and 12 teachers of XYZ School, supported by questionnaire. The results showed that teachers' perceptions of school accreditation is fairly good, but commitment to accreditation were moderate. The constraints experienced by teachers in accreditation were also considered moderate. Akreditasi sekolah dari pemerintah merupakan evaluasi yang harus dilalui tiap satuan pendidikan di Indonesia berdasarkan standar yang ditetapkan oleh Badan Akreditasi Nasional Sekolah/Madrasah. Akreditasi sekolah ini bukanlah sekedar persyaratan yang harus dipenuhi tanpa tujuan, tetapi merupakan suatu upaya meningkatkan kualitas sekolah. Di sisi lain, banyaknya dokumen administratif yang harus dilengkapi sekolah untuk akreditasi ditambah banyaknya load kerja guru mengakibatkan guru memandang akreditasi sekolah hanya sebagai beban pekerjaan tambahan. Tujuan dari penelitian ini adalah untuk menganalisis persepsi dan komitmen guru, terhadap akreditasi Sekolah XYZ di Depok, Jawa Barat beserta kendala yang dialami selama akreditasi. Hal ini menjadi fokus penelitian dikarenakan persepsi dan komitmen guru menjadi kunci yang sangat penting bagi pihak Sekolah XYZ untuk mewujudkan proses akreditasi yang lancar dengan hasil yang memuaskan. Pengumpulan data dilakukan dengan metode wawancara kepada 2 orang kepala sekolah dan 12 orang guru Sekolah XYZ yang didukung dengan kuesioner. Pendekatan penelitian ini adalah kualitatif deskriptif. Hasil penelitian menunjukkan bahwa persepsi guru terhadap akreditasi sekolah termasuk cukup baik, tetapi dan komitmen guru tergolong sedang. Sedangkan kendala yang dialami guru dalam akreditasi juga dinilai sedang.

Teachers' Perceptions of School Climate

2007 ◽  
Vol 67 (5) ◽  
pp. 833-844 ◽  
Author(s):  
Bruce Johnson ◽  
Joseph J. Stevens ◽  
Keith Zvoch
Keyword(s):  
School Climate ◽  
Teachers Perceptions ◽  
Perceptions Of School
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