Teachers’ perspectives on factors influencing the school climate: A constructivist grounded theory case study

Chiriac, Eva Hammar; Forsberg, Camilla; Thornberg, Robert

doi:10.1080/2331186x.2023.2245171

Cited by 3 publications

(4 citation statements)

References 44 publications

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“…Belonging to and being a member of a team is associated with safety, trust and collegial support (Shahid & Din, 2021;Shakenova, 2017), and provides an opportunity for the teacher to (a) be themselves, (b) take individual risks without the fear of being ridiculed, and (c) make mistakes and learn from them (Edmondson, 2012(Edmondson, , 2018. Teachers' teams thus serve as a safe context for supporting collaborative and creative work on the school climate (Hammar Chiriac, et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

“…A previous study has shown that teachers often discuss school and classroom climate simultaneously (Hammar Chiriac et al, 2023). Moreover, while school climate is the overall climate of the school (school-level), classroom climate is a part of the school climate that varies across classrooms (classroom-level) (Thornberg et al, 2018).…”

Section: School and Classroom Climatementioning

confidence: 99%

“…However, teachers' perspectives on how they view the link between their teacher team and their school climate work has not been examined, despite the potential interplay. A recent qualitative study, where the teachers' perception of different types of support structures were explored, showed that teachers appraise their teams as the most important organizational support structure for their ordinary work at the school (Hammar Chiriac et al, 2023). This finding sparked our interest in increasing our knowledge and understanding of how teachers experience and talk about their teacher teams in relation to creating and maintaining a positive and supportive school climate?…”

Section: Teacher Teamsmentioning

confidence: 99%

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Teacher teams: A safe place to work on creating and maintaining a positive school climate

Hammar Chiriac,

Forsberg,

Thornberg

2023

Soc Psychol Educ

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Creating and sustaining a positive school climate is not done in isolation but requires continuous ongoing work by several people within the school, and one of the most important actors are the teachers. In order to fulfil this very important task, the teachers need to collaborate with colleagues at school in an organized manner. In this study, we aim to explore and analyse teachers’ perspectives on how their teacher team might be linked to their school climate work, and what team characteristics facilitate their work to create and maintain a positive and supportive climate within their school. To understand teachers’ comprehension of their team, we applied a social psychology framework, using social interdependence theory and the concept of psychological safety. Data were collected by means of 14 semi-structured focus group interviews with 73 teachers from two compulsory schools in southeast Sweden. The findings revealed that teachers perceived the team as the most significant support structure when it comes to school climate work. According to them, the team was associated with shared responsibility, support and help, as well as safety and an open climate. By elucidating teachers’ insider perspectives regarding their working conditions aligned to their work with school climate, we conclude that well-functioning teacher teams are experienced as a safe place to work on creating and maintaining a positive school climate.

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Section: Discussionmentioning

confidence: 99%

Section: School and Classroom Climatementioning

confidence: 99%

Section: Teacher Teamsmentioning

confidence: 99%

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Teacher teams: A safe place to work on creating and maintaining a positive school climate

Hammar Chiriac,

Forsberg,

Thornberg

2023

Soc Psychol Educ

Self Cite

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“…Among all health professionals, physical education teachers have different responsibilities than doctors or researchers in the field of communication. While doctors focus on areas such as pharmacology, disease diagnosis and management, clinical skills, and patient assessment, researchers in health communication specialize in competence related to persuasion and negotiation and verbal and non-verbal communication (18). Physical education teachers, on the other hand, have unique responsibilities that require them to learn from doctors and researchers in the field of communication but with a primary emphasis on physical fitness (43,(48)(49)(50).…”

Section: Professional Identity As Opinion Leaders and Communication A...mentioning

confidence: 99%

Developing the theoretical model of Chinese physical education teachers’ health communication competence: based on grounded theory

Chen,

Xu,

et al. 2023

Front. Public Health

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BackgroundPhysical education teachers’ health communication competence is a key factor in health promotion. Although health communication is a multidisciplinary field, medical practitioners are the primary focus of health communication research, whereas physical education teachers are marginalized. Therefore, this study proposes a theoretical model of health communication competence for physical education teachers.MethodsThis qualitative research utilized interviews as the primary data collection method. Purposeful sampling was employed to select participants, including university teachers, primary and secondary school teachers, and health education professionals from diverse regions of China. A total of 31 participants were interviewed through two focus groups (N = 15) and individual semi-structured interviews (N = 16). Grounded theory was used to analyze and code the collected interview materials.ResultsThe health communication competence of physical education teachers consisted of three main categories, 10 subcategories, 30 concepts, and 240 statement labels. The three main categories were as follows: (i) foundations of health communication knowledge and skills (this category encompassed three subcategories, namely sport and health knowledge reserve, health beliefs, and health behaviors); (ii) health communication perception competence (this category included two subcategories, namely health risk and crisis perception competence and communication audience perception competence); and (iii) practical competence of health communication (this category consisted of five subcategories, namely language expression competence, organizational and design competence, utilization of new media tools competence, communication content selection and processing competence, and professional skills).ConclusionThe theoretical model of health communication competence in this study provides a foundation for the involvement of physical education teachers in health communication work. It can serve as a reference for the development of both pre-service health education courses and in-service training systems for physical education teachers. Future research can expand the sample size and geographic coverage to further validate the applicability of the findings. Additionally, investigating the factors influencing the formation of the identified competencies is recommended.

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Subjective theories of the Chilean teachers’ union about school climate and violence after the pandemic: a study of web news

Castro-Carrasco,

Cuadra-Martínez,

Gubbins

et al. 2024

Front. Educ.

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IntroductionThe COVID-19 pandemic increased school violence and worsened the school climate in Chile. In Chile, punitive control policies such as the Safe Class Law (Ley Aula Segura) have been adopted. A key actor in the public debate is the Chilean Teachers’ Union, due to its potential impact on new public policies on the issue.ObjectivesThe aim of this study was to reconstruct the subjective theories of school violence and school climate presented by the Chilean Teachers’ Union after the COVID-19 pandemic, in its public discourse broadcast on the web news.MethodsBased on a documentary study, a case study design and qualitative methodology, embedded in the FONDECYT project No. 1231667, titled “The social construction in Chile of school climate and school violence after the return to face-to-face education,” web news (N = 36) were analyzed in which the Chilean Teachers’ Union explains school violence and school climate after the pandemic.ResultsWe found subjective theories that explain the meaning of school violence and school climate, and external factors associated with the serious deterioration of these educational dimensions after the COVID-19 pandemic. Accordingly, we obtained a set of measures such as inclusive policies, curriculum, participation in the development of educational policies, and refunding public education that teachers propose to solve these phenomena in the future.DiscussionIn the context of a union that has historically considered public policies to be non-participative in their formulation and distant from the schools’ reality, these findings have important implications for understanding the arguments of the Teachers’ Union about the need to improve mental health and working conditions as crucial elements for addressing school climate and school violence.

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Teachers’ perspectives on factors influencing the school climate: A constructivist grounded theory case study

Cited by 3 publications

References 44 publications

Teacher teams: A safe place to work on creating and maintaining a positive school climate

Teacher teams: A safe place to work on creating and maintaining a positive school climate

Developing the theoretical model of Chinese physical education teachers’ health communication competence: based on grounded theory

Subjective theories of the Chilean teachers’ union about school climate and violence after the pandemic: a study of web news

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