Improving the school environment: School staff perceptions of school climate data and reporting practices

Debnam, Katrina J.; Edwards, Kelly; Cornell, Dewey G.

doi:10.1002/jcop.22500

Cited by 11 publications

(12 citation statements)

References 46 publications

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“…The students who perceived a more positive classroom social climate (closer relationships with classmates and teachers) preferred seeking help from teachers to cope with physical, verbal and relational peer victimization more than those who perceived a negative social classroom climate. A positive classroom climate has been previously related to reduce social exclusion [69] and is considered a protective factor for preventing student risk behavior and violence [70][71][72][73][74]. Our results confirmed the relevance of students' perception of their classrooms as a place characterized by high interactional quality between students and teacher-students in relation to their willingness to ask a teacher for help when faced with a peer victimization situation [75,76].…”

Section: Discussionsupporting

confidence: 82%

Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate

2021

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The Sustainable Development Goals (SDGs) include “Good Health and Well-being” (SDG3) and “Quality Education” (SDG4). Nevertheless, many students cannot achieve these goals if they suffer peer victimization at their schools, and intervention programs to reduce it are necessary. These programs should consider the possible differences in the coping strategies preferred by students according to some personal (e.g., gender, grade, victimization status) and contextual (e.g., perceived classroom social climate) factors to be more effective. Therefore, the objective of this study was to analyze the possible differences in the coping strategies preferred by students (ask a friend for help, ask a teacher for help, ask parents for help, not ask anyone for help, fighting back, avoid the aggressor and ask the aggressor why) to handle situations of relational, physical and verbal peer victimization according to their gender, school grade, victimization status and perceived classroom social climate. The sample comprised 479 students (52.2% boys, 47.8% girls) aged from 9 to 14 years (M = 11.21, SD = 1.52). The results showed that girls chose the strategies of asking friends or adults for help and asking the aggressor why more than boys, while boys chose the strategies of fighting back and not ask anyone for help more than girls. The coping strategy of asking a teacher for help was preferred more by students of lower school grades and by students with a positive perception of the classroom climate. Victimized students preferred the strategy of not asking anyone for help. These results may be useful for developing more effective intervention programs. These programs should aim to enhance the teacher–student relationship in upper school grades, help victimized students to inform about peer aggression situations and improve perceived classroom social climate.

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Section: Discussionsupporting

confidence: 82%

Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate

2021

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“…The evaluation of the educational environment in the United States of America (USA) is often carried out in schools, aiming at evaluating the educational climate, the perception of students and staff. The research shows, through the employees' perception, that the educational climate influences the results during the workday 21 .…”

Section: Discussionmentioning

confidence: 96%

“…In the study carried out in the USA, it was learned that the commitment among employees of educational institutions will provide a collaborative environment, as they will identify common goals and this will allow developing a relationship of trust between managers and employees, helping employees to achieve their work goals with greater motivation 21 .…”

Section: Discussionmentioning

confidence: 99%

Translation, cross-cultural adaptation to the Portuguese language and validation of the Undergraduate Clinical Education Environment Measure Instrument (Uceem)

Costa¹,

Boller²,

Zagonel³

2022

Rev. bras. educ. med.

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Introduction: The educational environment for the clinical teaching of undergraduate medical and nursing students influences the students’ perception of significant aspects of satisfaction in the clinical learning environment. Objective: To transculturally adapt, with the concept, content and construct validity, the instrument “Undergraduate Clinical Education Environment Measure - UCEEM” into the Brazilian Portuguese language and validate the translated and adapted version; involving medical and nursing students, while experiencing clinical teaching during their undergraduate course. Method: This is a methodology study aimed at the translation, adaptation and transcultural validation process, which is divided into six steps, as proposed by Beaton. The steps consisted in the translation, translation synthesis, back-translation, proofreading by the experts committee, pre-testing and submission of the final version of the instrument to the author. Five bilingual translators participated in this process (three for the translation and two for the back-translation), as well as eight expert professionals who work as academic faculty and have Master’s and Doctoral degrees. The validation was carried out at two moments: the first one by using semantic, idiomatic, cultural and conceptual equivalence (pre-test), involving 30 medical and nursing students going through clinical teaching; and the second moment, the validation and assessment of the psychometric properties with 161 students from these same courses. Result: The transcultural adaptation carried out by eight expert professionals in this area was performed based on the experts’ considerations, in addition to the analysis and considerations of the researcher and author of the original instrument. The result of this phase led to the final version of this instrument in Brazilian Portuguese, which shows 26 items divided into two dimensions and four subscales that were maintained according to its original form. Following the filling out of the instrument by the nursing and medical students, the analysis of the Theory of Response revealed to be reliable, as determined by a Cronbach’s alpha of 0.917. According to Spearman’s correlation test, the results indicate a positive correlation between the questions. Conclusions: The Portuguese version of the UCEEM instrument showed to be adequate and useful to evaluate the satisfaction with the educational environment in clinical teaching according to the perception of medical and nursing students.

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“…A range of working conditions matters to teachers; students in low-income, majority-minority schools are most likely to achieve quality skills if teachers are retained [44]. It has also been reported that the results of the United States School Climate Survey were more likely to be seen and used by school administrators than by teachers and other personnel [83]. Policymakers seeking to retain effective teachers and raise student performance, particularly in institutionally understaffed schools, should pay particular attention to the school context as experienced by teachers [45].…”

Section: Implications and Limitationsmentioning

confidence: 99%

Teachers’ Perception of Their Work Environment: Evidence from the Primary and Secondary Schools of Bangladesh

Masoom

2021

Education Research International

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The work environment includes conducive aspects such as (1) organizational encouragement, (2) supervisory encouragement, and (3) workgroup support, as well as toxic conditions like (4) teaching impediments and (5) workload pressure; the objective of the research is which of the factors and what are the elements of those factors teachers perceive as constituting the conducive and toxic environment. The research also outlines the effects of years of experience and the level of teaching on the specified factors. The study used a quantitative-based cross-sectional survey to analyze teachers’ perceptions of their work environment. A questionnaire comprised some background information, and 34 close-ended questions were used to elicit the responses. About 368 (230 males and 138 females) teachers participated in the survey. Structural equation models were constructed, where the five mentioned factors were part of two second-order formative constructs. Independent sample t-test was estimated to outline gender-wise and teaching level-wise (primary and secondary) variation, whereas Pearson correlation coefficients were calculated to check whether the experience was correlated with any of the perceived factors of the work environment. It is found that workgroup encouragement, particularly having good relations with the principal, is the most important factor in the conducive environment of the school. The physical facilities were the least, whereas promoting positive behavior by avoiding conflict and ensuring fairness was the most important aspect of organizational encouragement. Teaching impediments were mostly shaped by how often teachers require dealing with disruptive and violent pupils. Teachers perceived too many after-school meetings, unreasonable deadlines, and office staffs’ inspections enhance their workload pressure. The more a teacher became experienced, the more he or she positively perceived the conducive environment of the school. The findings can serve as a guide for educational policymakers and school administrators to identify which factors in the school environment need urgent attention and modification.

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Improving the school environment: School staff perceptions of school climate data and reporting practices

Cited by 11 publications

References 46 publications

Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate

Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate

Translation, cross-cultural adaptation to the Portuguese language and validation of the Undergraduate Clinical Education Environment Measure Instrument (Uceem)

Teachers’ Perception of Their Work Environment: Evidence from the Primary and Secondary Schools of Bangladesh

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