Managing School Climate Issues at the School District Level: A Comprehensive Review of the Literature

Abstract

Several research have studied how school management impacts cognitive and non-cognitive components of students’ lives. However, less is known about what district level administrators do when dealing with issues concerning school climate. This study aims a comprehensive review of the literature on school district level involvement in school climate, with focus on the underlying school climate construct, methods, and associated outcomes. The results show four dominant dimensions: community, safety, risk, and academic performance. District level administrators are concerned not only of students’ but also of teachers’ wellbeing, with special focus placed on teacher stress and burnout. Despite the positive impact of informed decision making on school performance, accountability pressures involved in meeting evaluation criteria may offset the benefits. Our review confirms the need to support district leadership to set the goals and measure the progress of successful strategies to manage school climate issues.

Niveles de Progresión de Gestión de la Convivencia Escolar a Nivel Intermedio en Chile

“…La "Política Nacional de Convivencia Escolar 2015/2018" define convivencia escolar como un fenómeno social cotidiano, dinámico y complejo, que se expresa y construye en y desde la interacción que se vive entre distintos actores de la comunidad educativa, que comparten un espacio social que va creando y recreando la cultura escolar propia de ese establecimiento. (MINEDUC, 2015, p. 25) Específicamente, la gestión de la convivencia escolar a nivel intermedio es comprendida como aquellas acciones y apoyos que los sostenedores brindan a sus escuelas para mejorar la calidad y vida dentro las comunidades escolares (Ascorra et al, 2019a). Esta gestión comprende acciones como el diseño, planificación, implementación, evaluación y seguimiento de medidas de promoción, prevención e intervención en convivencia escolar.…”