Identifying the Dimensions of the School Climate From the Perspective of Primary School Students

Abstract

The school climate is a significant factor in the development of students’ cognitive, emotional and social competencies. Starting from the fact that the quality of educational work largely depends on the school climate, the aim of this research was to identify the factors influencing the development of a positive school climate, and to determine the differences in the perception of its dimensions in relation to gender and student success. The sample for this research consisted of 216 primary school students in the Republic of Serbia. An instrument composed of 43 items was used in the research. Factor analysis identified 6 factors that affect the school climate: support and consistency in the work of teachers, student autonomy, the academic support of teachers, negative peer relationships, disciplinary rigor and collaborative peer learning. The students’ perception of the dimensions of the school climate was influenced by school success and the gender of the students. This research offers a comprehensive theoretical perspective for all researchers for whom the field of school climate is at the center of interest, as well as potential solutions in terms of improvement in educational practice.

School Climate and Part-Time Teachers’ Job Satisfaction: A Study Involving a Talis Sample From Serbia

“…Although researchers have not yet reached any consensus regarding the definite numbers and structures of school climate components and aspects (Burke and Litwin, 1992;Halpin and Croft, 1963;Jevtić and Milošević, 2022;Kopelman et al, 1990;Schneider, 1972;Đorđić and Damjanović, 2016), in recent meta-analyses (Chirkina and Khavenson, 2018;Cohen et al, 2009;Zullig et al, 2010), scholars have frequently proposed the following sub-components for the concept of the school climate: (1) Relations between school agents; (2) Physical environment (the characteristics of the classroom and the school); (3) Individual factors (the feeling of being a part of the school, and school discipline); and (4) Organisational culture (norms, rules and expectations) (Chirkina and Khavenson, 2018, p. 144). In the present study, which utilised a selected sample of part-time teachers, a two-component school climate structure was obtained, and it contained aspects in which the abovementioned subcomponents were intertwined (without the physical environment aspect).…”

Structured Physical Activity During School Recess: More Than Physical Fitness Benefits

“…Further development of recess physical activity models can be a promising strategy for improving the school climate, since it requires collaboration between the teaching staff, students, and parents, and could enhance togetherness among students (Jevtić & Milošević, 2021).…”

Elektronsko Nasilje Na Društvenim Mrežama Iz Perspektive Učenika Srednjih Škola

“…Potencijalna rešenja koja proizilaze iz dobijenih nalaza mogu biti: unapređivanje kvaliteta provođenja vremena na društvenim mrežama, kontinuirano profesionalno usavršavanje stručnjaka (nastavnika, pedagoga, psihologa i sociologa) za rad sa srednjoškolcima koji su žrtve ili nasilnici i podučavanje roditelja, nastavnika i učenika digitalnim veštinama. Unapređivanje vaspitne uloge škole je od presudnog značaja, pri čemu bi sadržajno-strukturne promene doprinele unapređivanju međusobnog odnosa učenika, njihovih socijalnih kompetencija, prosocijalnog ponašanja, a samim tim i sveukupne pedagoške klime u školi (Jevtić & Milošević, 2022). Preporučuje se i učešće mladih u kreiranju digitalnih politika, te prvi korak može biti jačanje njihovih kapaciteta za aktivno rešavanja problema u školskom okruženju (Jevtić, Đorić, & Milošević, 2019).…”