School Climate

School climate plays a vital role in a teacher’s job performance, satisfaction, and school effectiveness. There were abundant studies on school climate and effectiveness and its relationship with teachers’ job performance and job satisfaction for primary and secondary schools in developed and developing countries. Unfortunately, there were scarce studies on teachers’ satisfaction in underdeveloped countries with prolonged conflicts and government instability. This study investigated the influence of school climate on teachers’ job satisfaction in a conflict-affected country, Afghanistan. It employed a survey questionnaire to collect data from public high school teachers in the Takhar province of Afghanistan. The data were descriptively and inferentially analyzed with the aid of statistical package for the social sciences (SPSS). Despite prolonged conflicts and government instability, the study found a statistically positive correlation between school climate and high school teachers’ job satisfaction. It also revealed statistically significant differences in the satisfaction level of teachers by their demographic variables, i.e., gender, educational qualification, age, and working experience. The study suggests that education administrators, school leaders, and other stakeholders develop a policy advancing a peaceful and conducive learning environment to improve student’s learning outcomes, teachers’ job performance and satisfaction, and school effectiveness. Future studies may qualitatively examine schools in different parts of the country.

Sustainable leadership practices ensure that the mission and vision of a school continue despite changes and challenges. Such a practice can build the capacity of the organization based on the environment, especially in shaping a better school climate. Past studies have found a significant link between school leadership practices and the school climate. However, there has been little discussion about the phenomenal relationship the in rural national secondary school (SMK) context. Hence, this study aimed to identify the level of sustainable leadership practices of principals and their relationship with the school climate in rural SMK in Malaysia. A total of 450 teachers were selected to participate in the study using proportionate random sampling and questionnaires were adopted as the research method. Due to the COVID-19 pandemic and the research population located in rural areas, data were collected through the mail. The findings showed that the level of sustainable leadership practices of the principals was high (M=4.18, SD=0.52), along with a high level of the school climate (M=4.14, SD=0.51). Sustainable leadership practices were also positively associated with school climate (r=0.607, p<0.05). These findings can be used by the Ministry of Education Malaysia to enhance sustainable leadership practices in the national education leaders professional qualifications designed specifically for future school leaders in Malaysia. In this regard, it is hoped that these findings will enrich the literature on sustainable leadership practices and the school climate.

Background and Purpose: Academic Engagement can be influenced by a number of factors, including the basic psychological needs and school cultural needs of the school. The purpose of this study was to investigate the mediating role of basic psychological needs in the relationship between school culture and academic engagement of students. Method: The present study was a correlation with structural equation model. The statistical population included all male students in Ghaen secondary school in the academic year of 2018-2019. 380 people were selected using cluster sampling method. The research tools were Alessandro and Sad School of Culture Questionnaire (1997), Salmala-Arrow and Opadaya (2012), and Scales of the Basic Psychological Needs of Collaborators (2000). Pearson correlation tests and analysis of structural equations with Spss software version 24 and Amos version 24 at a significance level of α = 0.05, were used to analyze and analyze the data. Results: According to the results, school culture had a direct and significant effect on basic psychological needs (β=0.803, P<0.01) and academic engagement (β=0.477, P<0.01). Psychological needs also had a direct and significant effect on academic engagement (β=0.292, P<0.01). It is concluded that the school culture has an indirect effect on students' academic engagement through the mediating variable of basic psychological needs (β=0.234, P<0.01). Conclusion: Based on the results of this study, it can be said that the basic psychological needs and school culture, increase academic engagement. Basic psychological needs also increase the relationship between school culture and academic engagement.

Artikel resensi buku yang berjudul “STOP Perundungan/Bullying Yuk!” merupakan buku yang diterbitkan oleh Kementrian Pendidikan, Kebudayaan, Riset, dan Teknologi sebagai bentuk upaya menangani permasalahan bullying khususnya di lingkungan pendidikan.

A growing concern exists among educators regarding the prevalence and impact of bullying behavior in the public schools. This behavior has serious repercussions for school climate and school safety in general. In addition, strong indicators suggest bullying behavior appears to be a precursor for community violence. Studies indicate that educators are not fully aware of the prevalence or the seriousness

ליועצת תפקיד חשוב בקידום רווחת התלמידים ובקידום בית הספר. עם זה, בישראל אומנם משרד החינוך ממליץ על העסקת יועצות בחינוך היסודי, אך אינו מחייב את העסקתן. מתוך כך ביקשנו לבחון עמדות מנהלים ומנהלות בחינוך היסודי, כלפי תרומת התחום. התמקדנו בחקר מוסדות בחינוך ה"חופשי" ובחינוך ולדורף, על רקע תפיסות עולם פדגוגיות ואידיאולוגיות ערכיות שאינן מתיישבות בהכרח עם דגשי משרד החינוך. נתוני המחקר נאספו באמצעות ראיונות עומק מהם חולצו תמות משותפות. הממצאים מעידים על תחושה אמביוולנטית כלפי תפקיד הייעוץ, על אף הכרה בחשיבותו. מנהלים ומנהלות הביעו חשש משילוב יועצות בבתי הספר, הן בחינוך החופשי והן בחינוך ולדורף, ורק מחצית מהמרואיינים העסיקו יועצת בפועל, על אף הערכתם לתחום. בקרב מנהלים המעסיקים יועצת, התגלתה שביעות רצון מהתפקיד. נוסף על כך נמצא כי החשיפה למקצוע העלתה את ההכרה בחשיבותו. בקרב מי שלא מעסיקים יועצות, בלטה רתיעה מהתערבות חיצונית, על רקע הסברים הקשורים לתקציב ולהתנהלות ארגונית ייחודית. מהמחקר עולה כי הטמעת התחום בחינוך האלטרנטיבי מחייבת חשיפה של הנהלת המוסדות למקצוע ויצירת התאמות בתהליכי ההכשרה, הפיקוח וההתנהלות בפועל של היועצים והיועצות.

La educación en nuestro tiempos, exige una mayor calidad en nuestros educandos, y la U A.N.L no esta ajena a estos requerimientos, por tal motivo y en los inicios del tercer mileno, es importante implementar programas de calidad educativa al personal docente y administrativo, para que de esta manera se formen proyectos educativos en las dependencias universitarias y marcar así el rumbo ascendente como la mejor Universidad de México La preparatoria No. 23 esta inmersa en este proyecto educativo; por lo que en cada uno de sus departamentos de servicio y atención al alumno se debe exigir calidad. En ese sentido el Departamento Escolar de esta escuela es fundamental para la buena marcha de la misma Este proyecto educativo podrá llevarse a cabo solamente con personal calificado en la materia, alguien con capacidad administrativa para seleccionar el programa adecuado, a través de sistemas de registro Asi como también el diseñador del proyecto debe dominar los diferentes procesos para mejorar las relaciones laborales El presente trabajo nos muestra que la capacitación y la motivación, hacia el persona], puede provocar una mejora en la calidad del servicio hacia nuestros clientes(alumnos) Pág.

MedULA, Revista de Facultad de Medicina, Universidad de Los Andes. Vol. 11 Nº 1-4. 2002. (2005). Mérida. Venezuela. ... Medicina. Universidad de Los Andes, Mérida, Venezuela. (Mimeografiado). ... PERCEPCIÓN DE LOS DOCENTES SOBRE EL MALTRATO ...

In this chapter, the authors introduce and identify current issues, controversies and problems that influence school safety and counselor preparedness. A brief overview of school violence in America, counselors\u27 training to deal with school violence, and factors that influence school violence are provided. Following this, the authors present a multitier system of supports (MTSS) as a recommended model for counselors to (1) prevent, (2) prepare and plan, (3) respond, and (4) lead recovery efforts as related to school violence. Finally, a case study is presented in which the authors apply best practices within the American Counselor Association\u27s national framework to handle a crisis

Dengan permasalahan Penelitian besar pengaruh Kepemimpinan yang tercerminkan dalam dimensi Pemotivasian, Pengembangan, Afiliasi, dan Partisipatif. Pengaruh Kompetensi Kepala Sekolah dalam dimensi kompetensi pedagogik, kompetensi kepribadian, kompetensi sosial dan kompetensi professional yang diperoleh melalui pendidikan profesi yang berpengaruh terhadap kinerja guru pada SMKS Harapan Al-Washliyah Sigambal Kabupaten Labuhanbatu. Metode penelitian untuk memperoleh data empirik yang diperlukan dalam penelitian inidilakukan dengan menggunakan metode survei eksplanasi. Teknik pengumpulan data dilakukan melalui komunikasi tidak langsung dengan menggunakan instrument angket bersifat tertutup dengan menggunakan model likert yang dimodifikasi dengan skala lima. Teknik tersebut didukung dengan wawancara guna melengkapi data yang tidak terakomodasi oleh instrument angket dengan populasi dan sampel penelitian dalam bentuk sensus guru dan komite SMKS Harapan Al-Washliyah Sigambal Kabupaten Labuhanbatu yang berjumlah 43 orang. analisis data yang digunakan adalah model analisis jalur (part analysis models) dengan uji statistika adalah uji-t dan uji-f dengan bantuan SPSS for windows. Hasil penelitian diperoleh besarnya pengaruh kepemimpinan Kepala Sekolah terhadap kinerja guru pada SMKS Harapan Al-Washliyah Sigambal Kabupaten Labuhanbatu ditunjukkan oleh hasil penelitian yang tinggi 30.56%, tingginya kepemimpinan kepala sekolah membawa implikasi yang positif terhadap kinerja guru pada SMKS Harapan Al-Washliyah Sigambal Kabupaten Labuhanbatu ini tidak hanya dipengaruhi oleh faktor kepemimpinan kepala sekolah saja, ada faktor lain (epsilon) yang tidak dikaji dalam penelitian ini selain kepemimpinan kepala sekolah. Besarnya pengaruh kompetensi kepala sekolah terhadap kinerja guru pada SMKS Harapan Al-Washliyah Sigambal Kabupaten Labuhanbatu ditunjukkan oleh hasil penelitian 58.29% yang tinggi membawa implikasi yang sedang terhadap kinerja guru. Besarnya pengaruh kepemimpinan kepala sekolah dan kompetensi kepala sekolah secara simultan terhadap kinerja guru pada SMKS Harapan Al-Washliyah Sigambal Kabupaten Labuhanbatu ditunjukkan oleh hasil penelitian 88.85% bahwa kepemimpinan kepala sekolah dan kompetensi kepala sekolah membawa implikasi yang baik terhadap kinerja guru. Namun demikian kinerja guru SMKS Harapan Al-Washliyah Sigambal Kabupaten Labuhanbatu ini tidak hanya dipengaruhi oleh faktor kepemimpinan kepala sekolah dan kompetensi kepala sekolah saja, ada 11.15% faktor lain (epsilon) yang juga berpengaruh, seperti manajemen sumber daya manusia dan disiplin kerja.

BACKGROUND: School climate has been linked with improved academic achievement and reduced discipline problems, and thus is often a target of school improvement initiatives. However, few studies have examined the extent to which student and teacher perceptions vary as a function of individual, classroom, and school characteristics, or the level of congruence between teachers' and their students' perceptions of school climate. Using data from 1881 fifth-grade students and their 90 homeroom teachers, we examined parallel models of students' and teachers' perceptions of overall school climate and academic emphasis. Two additional models were fit that assessed the congruence between teacher and student perceptions of school climate and academic emphasis. Multilevel analyses indicated that classroom-level factors were more closely associated with teachers' perceptions of climate, whereas school-level factors were more closely associated with the students' perceptions. Further analyses indicated an inverse association between student and teacher ratings of academic emphasis, and no association between student and teacher ratings of overall climate. Teacher ratings were more sensitive to classroom-level factors, such as poor classroom management and proportion of students with disruptive behaviors, whereas student ratings were more influenced by school-level factors such as student mobility, student-teacher relationship, and principal turnover. The discrepancy in ratings of academic emphasis suggests that while all of the respondents may have shared objectively similar experiences, their perceptions of those experiences varied significantly. These results emphasize the importance of assessing both student and teacher perceptions in future research on school climate.

The results indicated that primary school educators in the southern Cape perceived their relations with their principals as closed, while educator-educator relations were perceived as more open. An engaged school climate was taken as the typical prototype for the relevant primary schools. Average health profiles were drawn for the overall organisational health of primary schools. A significant relationship was found between primary schools' perceptions of organisational climate and organisational health. A significant difference was found between perceptions held by educators from different primary schools regarding the various dimensions of organisational climate and health. These findings have significant implications for the implementation of change in schools, educators ' job satisfaction, motivation, productivity, well-being, and learner achievement.

Jo he vist a Venècia un senador enamorat que va fer que la cara de la seva dona la pintessin els millors pintors del seu temps, perquè perdurés per sempre el record de la seva bellesa. Va fer venir al seu palau el diví Ticià, l'ardent Tintoretto, el fantasiós Veronès, el delicadíssim Gianbellino, l'hàbil Palma, el profund Bassano, i tots, en un breu espai de temps i sota il•luminacions ben semblants, van pintar fidelment les faccions del rostre bellíssim de la dona del senador. Tots els quadres eren diferents, tots reflectien una ànima diferent, que era la de l'artista més que la de la dona. I el senador va deixar d'estimar la seva dona, que era viva a casa seva, i va perdre la raó rere l'inabastable amor de la inexistent dona dels quadres, fins que va cremar totes les teles i es va consumir entre les cendres del seu palau. (Fragment de L'única mort, d'A. Munné-Jordà) La cultura és, amb molta freqüència, no el que la gent comparteix, sinó allò pel que escull de combatre. (Eley & Suny 1996: 9) professorat 7.4 Racisme a les aules: dos treballs etnogràfics 7.5 Etnografia, desenvolupament teòric i relacions de gènere, ètnia i classe social 8. LA VIOLÈNCIA A L'ESCOLA 8.1 L'increment de la violència als centres escolars: del miratge a les dades 8.2 Les formes de la violència a l'escola 12.13 L'estereotip de l'altre com a generador de discurs i font d'identitat 12.14 Discursos d'etnicitat entre els mateixos immigrants 13. RELACIONS INTERÈTNIQUES ENTRE L'ALUMNAT 13.1 De colles i amics 13.2 El repartiment dels alumnes a l'aula 13.3 L'ocupació de l'espai fora de l'aula 13.4 Unes males relacions interètniques 13.5 És de racisme del que es tracta? 13.6 El nou racisme a les aules? 13.7 La diferència cultural 13.7.1 Lectura culturalista 13.7.2 Defensa de l'assimilacionisme 13.7.3 Relativisme cultural i mixofòbia 13.7.4 Llindar de tolerància i capacitat d'integració 13.8 La nacionalitat 13.9 L'eficàcia de l'acció escolar 13.9.1 El treball sobre el discurs racista 13.9.2 El treball sobre les actituds racistes 14. LES MÚLTIPLES EXPRESSIONS DE LA VIOLÈNCIA 14.1 Una violència que desborda 14.2 Les múltiples formes de la violència al Guillem d'Efak 14.3 Resistència escolar, anòmia i incivilitats 14.4 Minories o exclusió social 14.5 Violència racista, violència i racisme 14.6 I l'escola què hi fa? QUARTA PART CONCLUSIONS 15. CONCLUSIONS: IDENTITAT, RACISME I VIOLÈNCIA: LES RELACIONS INTERÈTNIQUES EN UN INSTITUT CATALÀ 16. ANNEX 16.1 Redacció Relacions Humanes (selecció) 16.2 Projecte Educatiu de Centre del Guillem d'Efak 16.3 Jornada sobre Àfrica 16.4 Carta d'una mestra del Guillem d'Efak, adreçada al Parlament de Catalunya 17. BIBLIOGRAFIA

Introduction: This research aims to determine the humour behaviours of school administrators according to teacher perception and to reveal the relationship between humour behaviours and school climate. Methods: The research was carried out in a survey model. The data of the study were obtained from 221 primary school teachers working in Ankara and Aksaray provinces via a questionnaire created online. Regression analysis technique was used to determine the relationship between variables. Results: According to the results of the research, school administrators showed relatively more positive humour (producer-social humour and affirmative humour) behaviours. In terms of climate, it is seen that the perception of a positive school climate (supportive and intimacy based school climate) is higher than the negative ones. When the relationships between the variables were examined, it was seen that there was a definite increase in the school climate with the school administrator using humour...

This study sought to examine the direct and indirect associations between school size and parents' perceptions of the invitations for involvement provided by their children's school in a school system that has actively attempted to reduce the negative effects of school size. Using data from the New York Public Schools' annual Learning Environment Survey, path analysis was used to examine the role that school climate plays in mediating the relationship between school size and parents' perceptions of invitations for involvement. Results from an analysis of middle and high school parents who participated in the annual school survey provided evidence that parents' perceptions of safety and of respect from the school mediated the relationship between school size and perceptions of the extent of the invitations for involvement provided by the school. The indirect effect of school size via perception of safety and respect was larger than the direct effect of school size on parents' perceptions of invitation for involvement.

The aim of this study was to investigate the views of parents and teachers on school principal’s role in shaping a school climate that favors parental involvement. The research is based on the theory of bio-ecological systems. Data was collected from 236 parents/guardians and teachers of Primary Education in Western Thessaloniki (North Greece) using a structured questionnaire. The identification of the principal&#39;s contribution to the school climate indicated that the general school climate are formed positively at high values in its four dimensions. The role of administration in shaping all dimensions of the school climate is estimated more positively by teachers than the students’ parents. The identification of the principal&#39;s contribution to parental involvement revealed particularly positive views of teachers and parents on the active involvement of parents in the educational process on all five dimensions. Differentiations of teachers and parents/guardians emerged regard...

The impact of school environment on academic performance has become more important over recent years. However, there are no specific studies of the impact of school environment variables on the performance of secondary school students in the PISA domains of science, reading
and mathematics. This article aims to analyse the influence of a set of predictors relating to the school environment (climate, well-being, and bullying) on student performance in all three PISA domains. The sample comprises 28 781 Spanish students (14 459 male students, 50.24%;
14 322 female students, 49.76%) from 935 schools, who participated in PISA 2022. A two-level hierarchical linear model was used: students and schools. The results show that male students score higher than female students in mathematics and science, while female students score higher in reading. Male students have a more favourable opinion of school well-being than female students. Students’ economic status is a strong predictor of performance in all three PISA domains. School climate, school well-being, and bullying have more impact on performance in mathematics and science than in reading. Students in private schools perform better than
those in public schools. The results of the final models explain more than 21% of the differences between students in performance in the three areas and more than 50% between schools. These findings suggest a need to create an environment that promotes student learning, reinforce
students’ sense of belonging to the school, and implement anti-bullying measures in schools

Este capítulo surge de una investigación coordinada por el Cuerpo Académico Educación y Equidad (UV-CA-513), cuyo objetivo es proponer acciones a la comunidad estudiantil para fomentar una cultura para la paz desde la convivencia escolar y el bienestar social. La metodología que se abordó fue cuantitativa, el alcance de este estudio fue descriptivo, el instrumento utilizado fue un cuestionario, y la población de

Etude co-financée par le Centre Hubertine Auclert Recherche conduite en 2015-2016 en Île-de-France 12 établissements scolaires : 8 collèges, 4 lycées Classes: 5 ème à 2 nd Questionnaires de climat scolaire et victimation = 1130 élèves Entretiens = 48 personnels + 415 élèves groupes + 13 élèves ind. ETUDE 1 ETUDE 2 Etude co-financée par le FSE de Créteil Recherche 2018-2019 dans l'académie de Créteil 10 collèges Classes : 6 ème 5 ème 4 ème Questionnaires de climat scolaire et victimation = 3409 élèves Perspectives : Se former pour agir Groupes d'adultes ressources + groupe d'élèves Merci pour votre attention Vos questions et commentaires sont les bienvenus !

Penelitian ini bertujuan untuk mengetahui ada atau tidaknya hubungan antara empati dengan perilaku prososial pada bystander untuk menolong korban bullying. Perilaku prososial  yang dimaksudkan adalah untuk menguntungkan orang lain dengan salah satu faktornya adalah empati. Subjek penelitian ini adalah siswa-siswi SMP Kristen Satya Wacana Salatiga, kelas VIII dan IX, dengan kriteria subjek sebagai teman biasa dari korban bullying. Data diambil menggunakan metode kuantitatif dengan model purposive sampling. Berdasarkan hasil penelitian didapatkan hasil koefesien korelasi (r) = 0,326 dengan nilai signifikansi 0,003; p &lt; 0,05 yang berarti terdapat hubungan positif antara empati dengan perilaku prososial pada bystander untuk menolong korban bullying di SMP Kristen Satya Wacana Salatiga, kelas VIII dan IX, dengan kriteria subjek sebagai teman biasa dari korban bullying.

Di Indonesia banyak kejadian yang menunjukkan bahwa dunia pendidikan Indonesia telah terjadi tindakan bullying terhadap siswanya. Salah satu faktor yang dapat membantu mengurangi fenomena bullying adalah kelekatan antara ibu dan anak. Penelitian ini bertujuan untuk mengetahui apakah ada hubungan yang negatif dan signifikan antara  kelekatan ibu dan anak dengan perilaku anak remaja di SMA Negeri 3 di kota kupang. Metode penumpulan data yang digunakan dalam penelitian ini adalah skala psikologi. Skala yang digunakan dalam penelitian ini yaitu skala bullying yang di susun dalam Lizt (2005) (α = 0,895) dan skala kedua yaitu, Inventory of Parent and Peer Attachment (IPPA) yang di adaptasi dari skala kelekatan antara ibu dan anak yang disusun oleh Armsden, dkk (2001) (α=0,859). Partisipan dalam penelitian ini adalah remaja kelas XII SMA Negeri 3 Kupang dan menggunakan teknik pengambilan sampling jenuh dengan total subjek sebanyak 198 orang. Pengujian hipotesis dan korelasi antara kelekata...

The purpose of this study was to examine the relationship between school organizational climate and teacher's commitment. This study focused on four dimensions of school organizational climate which are institutional vulnerability, professional teacher, collegial leadership and achievement press. A quantitative survey method was applied and randomly tested with a sample of 170 teachers from seven government primary schools in the district of Arau, Perlis, Malaysia. The instrument used in this study was adapted from Organizational Commitment Questionnaire (OCQ) and the Organizational Climate Index (OCI). Analyses of the data gathered were presented using Statistical Package for Social Science (SPSS) version 21. The findings indicated that the relationship of school organization climate and teachers' commitment is moderately strong.

This paper reviews the results of two decades of research on moral approval of aggressive acts conducted in several countries with different religious and cultural backgrounds. A nationally-adapted version of the Lagerspetz and Westman questionnaire was administered to university students in Finland, Poland, Spain, Japan, Iran and India. Respondents had to indicate levels of justification of several aggressive acts of different quality and intensity in the context of different social justifications. Although slight method variations preclude the possibility of direct comparison, the pattern of effects in the different countries leads to interesting conclusions. In all countries: more drastic forms of aggression (e.g., killing, torture) are less accepted than non-dangerous forms of such behavior (e.g., hindering, being ironic); and aggressive acts that are socially justified (in terms of protection of self or other) are clearly more accepted than ones with no such justification (problems of communication). However, there are also some striking differences among the samples studied. Thus, patterns of moral approval of various kinds of aggressive acts are only to some extent common to most cultures, while there are some culturally bound differences in these attitudes.

This study aims to examine the relationship between gender, grade level, classroom emotional climate and school burnout levels of secondary school students. Using a correlational research design, data were collected by random sampling method in this study. The study included a sample of 404 students enrolled in secondary schools located in Batman city, Turkey. Personal information form, Classroom Emotional Climate Scale and Elementary School Student Burnout Scale for Grades 6-8 were used as data collection tools. Descriptive statistics, Pearson correlation coefficient and hierarchical regression analyses were used to analyse the data. The findings showed that there were significant negative correlations between the positive classroom emotional climate and school burnout and significant positive correlations between the negative classroom emotional climate and school burnout. Also, the findings obtained from the hierarchical regression analysis revealed that both positive and negative classroom emotional climate significantly predicted school burnout even after controlling for the potential effects of gender and grade level. These results suggest that interventions that focus on increasing the positive classroom emotional climate and simultaneously reducing the negative classroom emotional climate may effectively reduce school burnout among adolescents despite gender and grade level differences.

The current study was aimed to investigate the relationship between principals’ human skills and job satisfaction of secondary school teachers with mediating role of school climate.  A sample of 271 Secondary School Teachers (SSTs) was selected through stratified sampling method. A questionnaire was developed for data collection purpose. Pearson-Product Correlation and mediation analysis was used. The results of the study indicated that school climate partially mediated in the relationship between principals’ human skills and teacher’ job satisfaction. The study recommended that school principals may emphasis and develop their human skills.

Educators are increasingly aware that the efficacy of social and emotional learning (SEL) is dependent on implementation factors, not just program content. These include the philosophy underpinning an intervention, the beliefs as well as the skills of facilitators, and the classroom/whole school context in which the intervention takes place. This article outlines the philosophy and pedagogy of Circle Solutions and presents findings from research where 18 undergraduate students supported and developed 'Circle Time' in 8 Greater Western Sydney primary schools for a university module on community service. The study indicates that when there is full teacher participation within the principles of the Circle philosophy, together with active school support that promotes relational values, the learning outcomes for positive relationship building are more sustainable.

The objectives of this study are (1) Contribution of certification to teacher work motivation, (2) Contribution of the school climate to teacher work motivation, (3) Contribution of certification allowances and school climate together to work motivation. This type of research is quantitative correlational in nature, the population in this study were all junior high school teachers in Kinali sub-district with the status of civil servants with a population of 107 people, a sample of 30 people taken using the startified proportional random sampling technique. Data collection techniques using questionnaires, data analysis techniques (1) description of data, (2) testing requirements analysis and (3) testing hypotheses. The results of the study prove that (1) There is a contribution of certification to work motivation because certification contributes 25.6% to the teacher&#39;s work motivation (2) the school climate contributes 28.3% to the teacher&#39;s work motivation (3) certification ...

The study titled "Factors Associated with the Declining Participation of UCCP Members in the Christian Education Programs of the Cotabato Annual Conference" identifies key reasons for the waning involvement in these programs, emphasizing demographic changes, societal shifts, and the perceived irrelevance of the content. Members view the current methods as outdated and misaligned with their spiritual and practical needs, while work and family obligations further hinder participation. The research underscores the necessity of programs that resonate with congregants' daily lives and experiences. Recommendations include a multifaceted approach to revitalizing these programs, such as enhancing relevance, improving teacher training, and incorporating modern technology. Collaboration between parents and the church is crucial for supporting children’s spiritual education. Fostering a participatory decision-making process within the church can increase members' ownership and commitment. The Program Plan of Action for the Christian Education Program aims to rejuvenate initiatives, making them more engaging and impactful. At the national level, the UCCP National Office should allocate resources for comprehensive training and develop standardized curriculum guidelines. Communication platforms to facilitate knowledge-sharing among conference offices and local churches are recommended. The Conference Office should organize workshops and seminars tailored to local needs, incentivize participation and innovation, and foster partnerships with educational institutions and community organizations. At the local church level, engaging congregants in decision-making processes, utilizing training materials and guidelines, and implementing outreach campaigns are essential. Local pastors should prioritize Christian Education, participate in ongoing training, and advocate for its importance within the congregation. Future research should employ both quantitative and qualitative methods to evaluate long-term effects and improve strategies. Implementing these recommendations will strengthen the UCCP's Christian Education programs, addressing challenges and promoting lifelong learning and spiritual growth, ensuring the engagement and spiritual development of UCCP members within the Cotabato Annual Conference.

An urban middle school-university mediation program that emphasizes mentoring of middle school peer mediators by university students is described. Student social-cognitive dispositions, perceptions of school climate, conflict strategy choices, and related conflict behaviors are analyzed on the basis of assessments administered after one year of program implementation.

Purpose– The purpose of this paper is to report on an examination of the perceptions of two principals and two lead teachers regarding their own leadership styles, including how they define and perform their roles as leaders.Design/methodology/approach– The research employed a case study design whereby two principals and two lead teachers (one of each from a government school (GS) and a private school in Abu Dhabi UAE) were interviewed over the course of one semester.Findings– Results suggest that the two principals viewed themselves as succeeding in six domains – school climate, school leadership, personnel management, administration and school management, student management, and relationships with parents and the community – but that they desired to improve with regard to curriculum development and professional and in-service development. The two lead teachers primarily defined their leadership roles as providing assistance to others and modeling best practice and flexibility, and...

The objectives of this study are (1) Contribution of certification to teacher work motivation, (2) Contribution of the school climate to teacher work motivation, (3) Contribution of certification allowances and school climate together to work motivation. This type of research is quantitative correlational in nature, the population in this study were all junior high school teachers in Kinali sub-district with the status of civil servants with a population of 107 people, a sample of 30 people taken using the startified proportional random sampling technique. Data collection techniques using questionnaires, data analysis techniques (1) description of data, (2) testing requirements analysis and (3) testing hypotheses. The results of the study prove that (1) There is a contribution of certification to work motivation because certification contributes 25.6% to the teacher&#39;s work motivation (2) the school climate contributes 28.3% to the teacher&#39;s work motivation (3) certification ...

Little is known about the association between school climate and adolescent relationship abuse (ARA). We used 2011-2012 data from surveys of California public school students (in the United States of America) who were in a dating relationship in the last year (n = 112 378) to quantify the association between different school climate constructs and physical ARA. Fifty-two percent of students were female, and all students were in 9th or 11th grade (approximately ages 14-17). Over 11% of students reported experiencing physical ARA in the last year. Increased school connectedness, meaningful opportunities for participation, perceived safety, and caring relationships with adults at school were each significantly associated with lower odds of physical ARA. Increased violence victimization and school-level bullying victimization were associated with higher odds of physical ARA. These school climate-ARA associations were significantly moderated by student sex, school socioeconomic status, a...

The IEA's Progress in International Reading Literacy Study (PIRLS) 2011 provided evidence which showed differences in the reading achievement of students who spoke the language of assessment at home and those who did not for many countries including a selection of the participating "post-colonial countries". Colonization of these countries by different European nations occurred as early as the 1600s, through to the 1800s. The language of the colonizing nation was most often imposed (formally and informally) upon indigenous population(s) and became the official (legally or by its widespread use) language(s) of the country. These countries are now presented with challenges surrounding finding an appropriate balance between having policies that support and value indigenous and heritage languages, and policies that promote and support the official or colonizing language(s). It is not uncommon in countries such as Australia, Canada and New Zealand, for the dominant colonizing language(s) to be viewed as being of greater value, particularly when supporting new immigrants without local (colonizing) language skills. Understanding the effect of language policies, both past and present, is important to interpreting the achievement differences for these countries. Although beyond the scope of this brief, countries and systems that are developing language policies for populations, especially for their minority groups, may also learn from these countries' experiences. Out of the nine education systems investigated, the language of learning was found to have a positive relationship with reading achievement in most post-colonial contexts and, in particular, in English-speaking contexts, even when the socioeconomic status of the students was taken into account.

This study mainly aims to test the participant roles approach on Turkish sample suggesting that bullying is a group process. In this regard, students’ ways of involving in bullying and the extent to which children are aware of their participant roles and whether these participant roles differentiate in terms of gender and social status was investigated. A total of 774 students (384 females and 390 males), from 6th, 7th and 8th grades of 11 different primary schools in Ankara participated in the study. The results showed that 74% of all children involved in one of the participant roles as bully (11.5%), assistant-reinforcer (10.9%), defender (21.1%), outsider (20.9%) and victim (9.7%). The examinations of the relations between self-reported and peer-reported scores of participant roles revealed that children were aware of their roles in the bullying situations, however, they significantly underestimated their roles in bully and assistant-reinforcer scales while overestimated their ro...

Cette étude examine la contribution des buts poursuivis en éducation physique sur la pratique d'activités physiques de loisirs (PAP) d'élèves du secondaire (N = 277) en fonction du type de classe (ordinaire ou spécialisée). Les analyses de pistes causales ont révélé que les attitudes et le sentiment de compétence (SC) des élèves prédisaient positivement la PAP et que les attitudes étaient associées positivement au climat de maîtrise, au SC et aux buts de maîtrise, et négativement aux buts de performanceévitement. Les tests d'invariance ont montré que le modèle était statistiquement invariant selon les deux types de classes. Cette recherche met en valeur l'importance du climat motivationnel en éducation physique pour mieux prédisposer les jeunes à maintenir la PAP en dehors des heures de classe.

This study examines the contribution of the goals pursued in physical education to the practice of leisure-time physical activity (LTPA) among high school students (N = 277) according to class type (regular or special education). Path analysis revealed positive relationships between LTPA and the students’ attitudes and their perceived competence (PC). Their attitudes were positively associated with mastery climate, PC, and mastery goals, and negatively associated with performance-avoidance goals. Invariance analyses revealed that the model was statistically invariant for both types of classes. This research supports the importance of motivational climate as a determinant of students’ predispositions to be active outside of physical education classes. Keywords: motivational climate, achievement goals, perceived competence, special education, invariance

The inclusion of climate change education in the educational system has been suggested at conferences and meetings of global leaders. Most nations worldwide are attempting to include climate change education in their curricula. However, in South Africa, there seem to be little efforts that are focusing on supporting the implementation of climate change education at the school level. This paper investigated the perspectives of secondary school principals on their support for climate change education. This case study was based on a qualitative research method and four principals were purposively selected from the twenty secondary schools which participated in the climate change education project. One-on-one semi-structured interviews were used to collect data. The Deming Cycle model was used as the theoretical lenses of the study. It emerged from the data that though, through different strategies, all principals were using motivation as a strategy to support the implementation of clim...

My husband, my sweetheart For replacing my role as a mother for much of the time v ACKNOWLEDGEMENTS The completion of this thesis is a great accomplishment in my life and, as with all things great, it is something that is not completed alone. Therefore, I wish to thank the many people who have been involved in my journey to complete it. I would like to express my sincere gratitude to my supervisor, Associate Professor Jill Aldridge. I am indebted to her for the guidance, constructive comments and encouragement that have allowed me to complete this research in a timely manner. Her dedication, patience and support have built the confidence and skills needed to bring my thesis to completion. I would like to convey my appreciation to the Indonesian government. In particular, I would like to thank the DIKTI of Kementrian Pendidikan Nasional for providing me with financial support, and the Local Government of Pasaman and Sekolah Tinggi Agama Islam Lubuksikaping, for giving me the opportunity to leave my duties to pursue this study.

Relación de los centros educativos de secundaria con su entorno en Chile………………….…………..... 3.1.Introducción 3.2. El sistema de educación secundaria y sus vestigios de vinculación 3.3. Estrategias de vinculación entre los centros educativos y la comunidad 3.4. Rol de los equipos directivos como gestores de las relaciones con el entorno 3.5. Retos para la mejora de las relaciones con el entorno 3.6. Referencias bibliográficas Capítulo IV Relación de los centros educativos de secundaria con su entorno en España…………….…………...... 4.1.Introducción 4.2. El sistema educativo y la atención a los jóvenes de 15 a 18 años: planteamiento pedagógico 4.3. Experiencias significativas y ejemplo de buenas prácticas 4.4. El rol del equipo directivo como gestor de las relaciones con el entorno 4.5. Balance y retos para la mejora 4.6. Referencias bibliográficas Capítulo V Relación de los centros educativos de secundaria con su entorno en México…………….…….……..... 5.1. Introducción 5.2. El sistema educativo y la atención a los jóvenes de 15 a 18 años 5.3. Estrategias de vinculación entre los centros educativos y la comunidad 5.4. Rol del equipo directivo como gestor de las relaciones con el entorno 5.5. Balance y retos para la mejora de las relaciones con el entorno 5.6. Referencias bibliográficas Capítulo VI Relación de los centros educativos de secundaria con su entorno en Nicargua………….…………...... 6.1. Introducción 6.2. El sistema de educación secundaria y la atención de los jóvenes de secundaria 6.3. Estrategias y acciones de vinculación entre los centros educativos y la comunidad 6.4. El rol del equipo directivo como gestor de las relaciones con el entorno 6.5. Balance y retos para la mejora de las relaciones con el entorno 6.6. Referencias bibliográficas 6.7. Glosario Capítulo VII Relación de los centros educativos de secundaria con su entorno en Panamá…………….………....... 7.1. Introducción 7.2. El sistema de educación secundaria y la atención a los jóvenes de 15 a 18 años 7.3. Estrategias de vinculación entre los centros educativos y la comunidad 7.4. El rol del equipo directivo como gestor de las relaciones con el entorno 7.5. Balance y retos para la mejora de las relaciones con el entorno 7.6. Referencias bibliográficas Capítulo VIII Relación de los centros educativos de secundaria con su entorno en Paraguay………….………........ 8.1. Introducción 8.2. El sistema de educación secundaria y la atención a los jóvenes de 15 a 18 años 8.3. Estrategias de vinculación entre los centros educativos y la comunidad 8.4. El rol del equipo directivo como gestor de las relaciones con el entorno 8.5. Balance y retos para la mejora de las relaciones con el entorno 8.6. Referencias bibliográficas Relación de los centros educativos de enseñanza secundaria con el entorno en Iberoamérica Capítulo IX Relación de los centros educativos de secundaria con su entorno en Perú……….………...…….......... 141 9.1. Introducción 9.2. El sistema de educación secundaria y la atención a los jóvenes de 15 a 18 años de edad 9.3. Estrategias de vinculación entre los centros educativos y la comunidad 9.4. El rol del equipo directivo como gestor de las relaciones con el entorno 9.5. Balance y retos para la mejora de las relaciones con el entorno 9.6. Referencias bibliográficas Capítulo X Relación de los centros educativos de secundaria con su entorno en Portugal…………...….……...... 159 10.1. Introducción 10.2. El sistema de educación secundaria y la atención a los jóvenes de 15 a 18 años 10.3. Estrategias de vinculación entre los centros educativos y la comunidad 10.4. El rol del equipo directivo como gestor de las relaciones con el entorno 10.5. Balance y retos para la mejora de las relaciones con el entorno 10.6. Referencias bibliográficas Capítulo XI Relación de los centros educativos de secundaria con su entorno en la R. Dominicana….………... 177 11.1. Introducción 11.2. El sistema de educación secundaria y la atención a los jóvenes de 15 a 18 años 11.3. Estrategias de vinculación entre los centros educativos y la comunidad 11.4. El rol del equipo directivo como gestor de las relaciones con el entorno 11.5. Balance y retos para la mejora de las relaciones con el entorno 11.6. Referencias bibliográficas Capítulo XII Relación de los centros educativos de secundaria con su entorno en Uruguay……………………........ 197 12.1. Introducción 12.2. El sistema educativo y la atención a los jóvenes de 15 a 18 años 12.3. Estrategias de vinculación entre los centros educativos y la comunidad 12.4. El rol del equipo directivo como gestor de las relaciones con el entorno 12.5. Balance y retos para la mejora de las relaciones con el entorno 12.6. Referencias bibliográficas Capítulo XIII Relación de los centros educativos de secundaria con su entorno en Venezuela……….…..……...... 209 13.1. Introducción 13.2. El sistema de educación secundaria y la atención a los jóvenes de 15 a 18 años 13.3. Estrategias de vinculación entre los centros educativos y la comunidad 13.4. El rol del equipo directivo como gestor de las relaciones con el entorno 13.5. Balance y retos para la mejora de las relaciones con el entorno 13.6. Referencias bibliográficas Relación de los centros educativos de enseñanza secundaria con el entorno en Iberoamérica

This study investigated the mediator role of collaborative climate in the relationship between shared instructional leadership and perceived school effectiveness based on teachers' perceptions adopting a structural equation model. The research universe included 402 physical education teachers working in Batman (Türkiye) in the 2022-2023 academic year. Since the researchers aimed to reach all the teachers in the population (N=402), they did not employ a sampling method. The participants were 272 physical education teachers, with a response rate of 67.66%. Pearson correlation coefficients were calculated to reveal the associations among study variables. The findings revealed statistically significant, positive, and high-level correlations among variables. On the other hand, a structural equation model was used to test the hypotheses. The findings suggested that shared instructional leadership had a significant effect on collaborative climate and but not on perceived school effectiveness, and the effect of collaborative climate on perceived school effectiveness was also statistically significant. Lastly, collaborative climate mediated the relationship between shared instructional leadership and perceived school effectiveness. The findings were discussed based on the previous literature, and suggestions were brought for practitioners and researchers.

La literatura como recurso pedagógico no solo aporta estética, sino que también amplía el proceso formativo de los estudiantes. La poesía, como uno de ellos, da a conocer la verdad rompiendo el ciclo de la manipulación, la opresión, la violación, el ultraje de los derechos y la dignidad humana. Así, la poesía puede ser utilizada en el aula para el denuncio, conocimiento y atención del acoso escolar. En virtud de ello, este capítulo tiene como objetivo dar a conocer los
resultados parciales de un estudio sobre el diseño de poesía juvenil para la prevención y atención del acoso escolar desde la voz de los estudiantes. El estudio se llevó a cabo mediante el enfoque cualitativo, alcance exploratorio explicativo, y diseño de investigación-acción. La muestra corresponde a 12 estudiantes del grado octavo de la Institución
Educativa Santa Fe de la sede Estado de Puerto Rico de la ciudad de Cali, Colombia, y un profesor. Los instrumentos aplicados fueron el registro de observación, el registro documental, la entrevista semiestructurada y la intervención pedagógica. El análisis de la información se realizó mediante una matriz que permitió organizar los datos y, por tanto, proceder a la elaboración del libro de poemas. Dentro de los principales hallazgos se destaca que la poesía constituye una herramienta significativa en el abordaje del bullying, porque les permite a los adolescentes transmitir mensajes trascendentales, fomentando la reflexión, sensibilización y promoción de la empatía entre pares, contribuyendo así a la creación de un entorno escolar más seguro y respetuoso.

The aim of the research was to construct, validate and verify the ecological validity of the new measurement instrument, i.e., the Croatian School Climate Questionnaire – Teachers Version (HUŠK-N), which measures the general factor of the school climate from a teacher&#39;s perspective. Data were collected on three convenient samples of primary school teachers (N = 504) and on one sample of secondary school teachers (N = 196). In addition to the HUŠK-N questionnaire, teachers also completed questionnaires of several constructs relevant to teacher functioning. The results indicated that HUŠK-N has satisfactory psychometric characteristics, relatively high reliability (α &gt; 0.77), a clear one-factor structure, and a normal distribution of responses. Correlation analysis revealed the expected direction of correlations of perception of school climate with selected constructs at all educational levels.

C ilj ovog istraživanja jest empirijska analiza i procjena interkulturalnih predispozicija učenika srednjih škola u Republici Hrvatskoj. Podaci su prikupljeni anketnim upitnikom. Kao nezavisne varijable uzeti su selekcionirani sociodemografski pokazatelji. Kao zavisne varijable uzete su selekcionirane europske vrednote. Za njihovo ispitivanje korišten je posebno konstruiran blok skala Likertovog tipa. Stratificirani uzorak činilo je 2 715 ispitanika, učenika 26 škola gimnazijskog, strukovnog i industrijsko-obrtničkog profila, od prvog do završnog razreda, u 19 gradova u Republici Hrvatskoj. Analiza rezultata pokazala je da ispitanici, ukupno gledajući, imaju afirmativan stav prema ponuđenim vrednotama. Od promatranih socia-demografskih obilježja varijable obrazovnog statusa u većem stupnju distingviraju ispitanike u odnosu na europske vrednote. Naime, polaznici gimnazija, odlični i vrlo dobri, s aspiracijama za daljnje školovanje, iskazuju pozitivniji odnos prema demokratskim vrednotama. Pretpostavlja se da je to rezultat njihove bolje opće informiranosti, akumuliranog znanja te sposobnosti analize i komparacije, potrebnih za stvaranje vlastitih svjetonazora. Stoga je uočena potreba unošenja novih sadržaja u sustavno obrazovanje svih učenika, radi stjecanja političke kulture i aktivnog odnosa prema demokratskim vrednotama. UVOD S vako društvo u kojemu se Zbivaju značajne promjene (a mi smo upravo svjedoci i sudionici takvih promjena u nas) suočava se s određenim dilemama vezanim uz pitanja vlastitog daljnjeg razvoja. Hrvatska je danas u situaciji u kojoj pokušava pronaći i izgraditi svoj nacionalni identitet i istodobno slijediti trend uklapanja u supra-nacionalnu strukturu Europe. Kao zemlja s mnogim i različitim nacionalnim i etničkim grupama te reqionalnim specifičnostima, Hrvatska je suočena s problemom pronalaženja adekvat-4. Gdje se najveći dio imovine (zemljišta, poduzeća, banke, ustanove) nalaze u privatnim rukama. U potpunosti se slažem Uglavnom se slažem Ne znam, nisam o tome razmišljao Uglavnom se ne slažem U potpunosti se ne slažem M 5. Gdje je životni standard ljudi visok. U potpunosti se slažem Uglavnom se slažem Ne znam, nisam o tome razmišljao Uglavnom se ne slažem U potpunosti se ne slažem M 6. Gdje mogu zajednički živjeti i pripadnici različitih naroda. U potpunosti se slažem Uglavnom se slažem Ne znam, nisam o tome razmišljao Uglavnom se ne slažem U potpunosti se ne slažem M 7. Gdje mogu zajednički živjeti i pripadnici različitih vjera. U potpunosti se slažem Uglavnom se slažem Ne znam, nisam o tome razmišljao Uglavnom se ne slažem U potpunosti se ne slažem M 8. Gdje mogu zajednički živjeti pripadnici različitih ukusa. U potpunosti se slažem Uglavnom se slažem Ne znam, nisam o tome razmišljao Uglavnom se ne slažem U potpunosti se ne slažem M 10. Gdje mogu zajednički živjeti pripadnici različitih morala. U potpunosti se slažem Uglavnom se slažem Ne znam, nisam o tome razmišljao Uglavnom se ne slažem U potpunosti se ne slažem M 11. Gdje postoje regionalne autonomije. U potpunosti se slažem Uglavnom se slažem Ne znam, nisam o tome razmišljao Uglavnom se ne slažem U potpunosti se ne slažem M 12. Gdje postoji sloboda osnivanja i udruživanja u organizacije. U potpunosti se slažem Uglavnom se slažem Ne znam, nisam o tome razmišljao Uglavnom se ne slažem U potpunosti se ne slažem M 13. Gdje postoji sloboda izražavanja. U potpunosti se slažem Uglavnom se slažem Ne znam, nisam o tome razmišljao Uglavnom se ne slažem U potpunosti se ne slažem M 14. Gdje postoji pravo glasovanja. U potpunosti se slažem Uglavnom se slažem Ne znam, nisam o tome razmišljao Uglavnom se ne slažem U potpunosti se ne slažem M 15. Gdje postoji dostupnost javnih službi. U potpunosti se slažem Uglavnom se slažem Ne znam, nisam o tome razmišljao Uglavnom se ne slažem U potpunosti se ne slažem M

School climate reform, an evidence-based strategy, supports K-12 students, school personnel, parents/guardians and community members learning and working together to promote pro-social education. Done well, these efforts will result in even safer, more supportive, engaging, helpfully challenging and harmonious schools. The U.S. Department of Education, the Center for Disease Control and Prevention, the Institute for Educational Sciences, President Obama's Bully Prevention Partnership, the US Departments of Justice and Education's School Discipline Consensus project, a growing number of State Departments of Education and foreign educational ministries support and/or endorse school climate renewal as a strategy to increase student learning and achievement, enhance school connectedness, reduce high school dropout rates, prevent bullying and other forms of violence, and enhance teacher retention rates. School Climate and Equity Equity is intrinsic to all aspects of school climate work. It is not a separate issue. From this perspective, the National School Climate Council definition could be modified to describe an "equitable school climate" as referring to "The quality and character of school life that fosters children's, youth's, and families' full access to: (1) Appropriately supported, high expectations for learning and achievement; (2) Emotionally and physically safe, healthy learning environments; (3) Caring relationships with peers and adults; (4) Participation that meaningfully enhances academic, social-emotional, civic, and moral development. An equitable school climate responds to the wide range of cultural norms, goals, values, interpersonal relationships, leadership