School Climate: Parents’, Students’ And Teachers’ Perceptions

Cavrini, Giulia; Chianese, Gina; Bocch, Barbara; Dozza, Liliana

doi:10.1016/j.sbspro.2015.04.641

Cited by 13 publications

(7 citation statements)

References 1 publication

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“…In the matter of school and classroom climate, the individual stakeholder’s perceptions are quite important. Many researchers have attempted to triangulate the views of how students, parents, teachers, and other personnel feel about their school in order to improve climate and increase outcomes (Allen & Fraser, 2007; Bocchi, Dozza, Chianese, & Cavrini, 2014; Cavrini, Chianese, Bocch, & Dozza, 2015; Mitchell, Bradshaw, & Leaf, 2010). In addition to measuring multiple stakeholders’ perceptions of school climate, focusing specifically on classroom-level variables (e.g., the relationship between student and teacher) is critical.…”

Section: School Counselor Accountability Within a Systems Contextmentioning

confidence: 99%

Measuring Classroom Climate: A Validation Study of the My Child’s Classroom Inventory–Short Form for Parents

Mariani

Sink

Villares

et al. 2018

Professional School Counseling

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Researchers assessed reliability and validity information to determine the utility of the My Child’s Class Inventory–Short Form (MCCI-SF) using 657 parents/caregivers. A four-factor model was generated reflective of the following classroom dimensions: Peer Relations, Competitiveness, Difficulty, and Satisfaction. Using the MCCI-SF in conjunction with its companion instruments, the My Class Inventory–Short Form Revised and the My Class Inventory–Short Form for Teachers can provide school counselors with useful accountability data about their school counseling program.

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Section: School Counselor Accountability Within a Systems Contextmentioning

confidence: 99%

Measuring Classroom Climate: A Validation Study of the My Child’s Classroom Inventory–Short Form for Parents

Mariani

Sink

Villares

et al. 2018

Professional School Counseling

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“…During the process of school climate improvement, a role is taken by all participants of school life -students, school staff, principals, and parents. Traditionally, during the analysis of the school climate improvement bearer, teachers are seen as fundamental and most significant bearers of such a change (Cavrini, Chianese, Bocch & Dozza, 2015), although research shows that the principals have a direct influence on school climate improvement (Norton, 2002); however, they certainly cannot conduct this process on their own, but with the engagement and dedication of the entire teaching staff (Ubben, Hughes & Norris, 2003) and adequate leadership style (McCarley, Peters & Decman, 2016) and managing the change process (DiPaola, Tschannen-Moran & Walther-Thomas, 2004).…”

Section: Discussionmentioning

confidence: 99%

“…У процесу унапређивања школске климе значајну улогу имају сви учесници школског животаученици, запослени у школи, директор и родитељи. Традиционално, приликом анализирања ко су носиоци унапређивања школске климе наставници се препознају као основни и најважнији носиоци ове промене (Cavrini, Chianese, Bocch & Dozza, 2015), иако истраживања показују да директор има директан утицај на унапређивање колске климе (Norton, 2002). Међутим, директор тај процес не може да спроведе сам, већ му је потребна ангажованост и посвећеност целокупног наставног особља (Ubben, Hughes & Norris, 2003) Један од циљева унапређивања школске климе односи се на то да је неопходно да школска клима буде позитивна, али се често не одређује шта то чини позитивну школску климу.…”

Section: закључакunclassified

The relationship between school climate and students’ engagement at school

Đorđić

2020

ZIPI

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The school climate is a construct that can adequately represent the quality of school life. School climate is the sum of perceptions of teachers, parents, students and administration about different aspects of school functioning and has an impact on their lives. The aim of the research was to determine the relationship between the school climate and student engagement. The sample consists of 332 high school students from Sombor and Novi Sad. The Delaware School Climate Scale was used, namely the School Climate and Student Engagement subscales. Prior to data processing, a confirmatory factor analysis was performed to confirm the latent dimensionality of the used instruments. Then, descriptive indicators were presented. According to descriptive indicators students assess the school climate moderately, and on average they are more cognitively/behaviourally engaged than emotionally. The intercorrelation table indicates low to moderate correlations between variables. In order to respond to the aim of the study, two multiple regression analyses were performed. Regression analysis shows that teacher student relations are statistically sig?nificant predictor of all three types of student engagement, while fairness of school rules appears as a statistically significant predictor of cognitive/behavioural student engagement, and the factor respect for diversity of students? emotional engagement. Similar results are found in other studies conducted around the world.

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“…For instance, in Italy where there is no validated standardized instrument of school climate measurement, the development on the first stage was adopting the National School Climate Council of New York. [17] Then the questionnaire was modified to adapt it with school situation around Italy. The questionnaire development started from investigates through focus group discussion involving parents, teachers and staff.…”

Section: B School Climate Measurementmentioning

confidence: 99%

The Differences of Emphasis Among Teachers, Students and Parents Concerning School Climate

Utari¹,

Sutapa²

2016

Proceedings of the 6th International Conference on Educational, Management, Administration and Leadership

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This paper is based on the research which is conducted at Gunungkidul regency, Indonesia. The final objective of this research is to create web-based school climate measurement instrument. This research uses design and development method, which was the combination of research and development (R & D) and design and development (D & D).The research had spent one year from two planned years. At the first year, the target of the research is to create school climate measurement instrument substance. Meanwhile, the second year target is web-based school climate measurement information system. This paper describes the earlier stage of the research that presents suggestions and opinions from stakeholder concerning school climate measurement. The data was collected through FGD with the collaboration of teachers, headmaster, education department staff, students, and parents. The FGD revealed some differences of emphasis on school climate aspect among the participants. Therefore the school climate survey will be given to three parties adapting their point of view on school climate and their experiences in perceiving school climate. Each instrument will be adjusted to each group of respondent's authority, their role at school, and their experiences as schools stakeholder. The other FGD results show how different of the problem concerning school climate between Indonesia and other countries especially developed ones. Lastly, in general the FGD participants agree that school climate survey is needed for school improvement, and is expected that public can access the survey and its result.

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School Climate: Parents’, Students’ And Teachers’ Perceptions

Cited by 13 publications

References 1 publication

Measuring Classroom Climate: A Validation Study of the My Child’s Classroom Inventory–Short Form for Parents

Measuring Classroom Climate: A Validation Study of the My Child’s Classroom Inventory–Short Form for Parents

The relationship between school climate and students’ engagement at school

The Differences of Emphasis Among Teachers, Students and Parents Concerning School Climate

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