International perspectives of school climate

Salle, Tamika P. La

doi:10.1177/0143034318808336

Cited by 17 publications

(9 citation statements)

References 26 publications

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“…However, this was not the case in the Finnish and Chinese subsamples. The present data did not reveal reasons for this disparity; however, they highlighted diverse patterns of experiences for female and male teachers across countries and indicated the importance of exploring cultural differences ( Salle, 2018 ; Enkhtur et al, 2022 ).…”

Section: Discussioncontrasting

confidence: 92%

Advancing a cross-cultural understanding of teacher perceptions of school climate: A latent class analysis using 2018 TALIS data

Zhao

Jin²

2023

Front. Psychol.

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In recent years, school climate has increasingly received research attention. Most studies have focused only on student perceptions of school climate, whereas little is known regarding teachers’ views, and cross-country comparisons are scarce. To advance cross-country understanding of teacher perceptions of school climate, this study used data from the 2018 Teaching and Learning International Study (TALIS) to explore latent classes of teacher perceptions and compared differences between American, Finnish, and Chinese teachers. Latent class analysis revealed that a four-class solution was the most appropriate for each teacher subsample: positive participation and teacher-student relation, positive teacher-student relation, moderate, and low participation for the U.S. and China datasets, while positive teacher-student relation, moderate, negative discipline, and low participation for the Finland dataset. However, measurement invariance across countries was violated. We further investigated the impact of predictors on latent classes of teacher perceptions of school climate. The results revealed varied patterns of cross-cultural differences across countries. Our findings implied that a more reliable and valid scale of teacher perceptions of school climate for cross-country comparison is needed. Tailored interventions are necessary as more than half of teachers perceived moderate and less desired school climate, and educators should consider cultural differences when drawing on experiences from other countries.

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Section: Discussioncontrasting

confidence: 92%

Advancing a cross-cultural understanding of teacher perceptions of school climate: A latent class analysis using 2018 TALIS data

Zhao

Jin²

2023

Front. Psychol.

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“…Given the dominance of studies from industrialized nations, it raises a question about the application of Wang and Degol's (2016) proposed categorization of school climate in developing countries. Schools in less-developed countries and remote areas may be quite dissimilar in terms of resources, operating procedures, and cultural norms, thus influencing the role of school climate and the efficacy of interventions (La Salle, 2018).…”

Section: School Climate Research In International Contextsmentioning

confidence: 99%

‘Put students’ dreams first’: Student perspectives on secondary school climate improvement in Mongolia

Enkhtur

Gruman

Munkhbat³

2022

School Psychology International

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Involving students in school improvement can yield many benefits for students and promote meaningful change in educational practices and policies. In this qualitative study, we centered the voices of Mongolian adolescents by soliciting their suggestions for improving safety and support in their schools. Reflexive thematic analysis was used to analyze written comments from 810 Mongolian secondary students grades 8 through 12, yielding five themes related to student voice, food, security, relationships, and holistic development. The aims of the study were to (a) identify similarities and differences between Mongolian student experiences and Western-based school climate research and (b) contribute to the dialogue about school improvement in Mongolia and other non-Western countries. Findings point to recommendations for providing adequate nutrition, ensuring safety, and meeting the basic psychological needs of students in Mongolian secondary schools.

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“…The indicators of positive school climate in measuring student academic achievement vary in each study. Salle 2018 measures student academic achievement into 4 indicators, namely student safety, school environmental conditions, peer and adult relationships, and learning activities (29). Wibowo 2020 measures student academic achievement with indicators of the relationship between students, staff and teachers, safety during teaching and learning process, and the atmosphere of the school environment (19).…”

Section: Resultsmentioning

confidence: 99%

Analysis of School Climate Factors as Predictors of Academic Achievement in Junior High Schools: A Literature Review

Ningtias¹,

Suyanto²,

Wardana³

et al. 2021

Proceedings of the 6th Asia-Pacific Education and Science Conference, AECon 2020, 19-20 December 2020, Purwokerto, Indonesia

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The idea that school climate is an essential construct in supporting academic achievement can be a benchmark in assessing the performance of the world education system. However, Studies on school climate indicators are well documented in the international literature, but Indonesian research on this subject is still minimal. This article aims to analyze the literature on school climate indicators that can predict student academic achievement in junior high schools. Sources of data used are books and journals that are relevant to the research theme. The results of the study show that a positive school climate can improve student academic achievement and school climate indicators that can predict junior high school student academic achievement, namely student disruptive behavior which includes aspects of bullying, student discipline includes late students and truant students, and learning activities include student cooperation.

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International perspectives of school climate

Cited by 17 publications

References 26 publications

Advancing a cross-cultural understanding of teacher perceptions of school climate: A latent class analysis using 2018 TALIS data

Advancing a cross-cultural understanding of teacher perceptions of school climate: A latent class analysis using 2018 TALIS data

‘Put students’ dreams first’: Student perspectives on secondary school climate improvement in Mongolia

Analysis of School Climate Factors as Predictors of Academic Achievement in Junior High Schools: A Literature Review

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