•There are important associations between the school climate and adolescents’ mental health.•School climate includes social connectedness, school safety, peer connectedness, academic ...environment.•Mental health includes positive and negative affective states and behaviours.•Research to date has not given equal attention to these sub-constructs or their interrelationships.•Future research needs clearer theoretical underpinnings and greater methodological diversity.
Promoting adolescent mental health is a global priority, and schools have an important role to play. This systematic mixed- methods literature review examined relationships between the psychosocial school climate and adolescents’ mental health, mapping the scope and quality of recent research. Forty-eight relevant primary studies published in 2000–2017 were identified and analysed. These studies highlight associations between the school climate and student mental health, although the lack of experimental and longitudinal studies precludes causal claims. Future research directions include: further investigation of the roles of school safety and the psychosocial academic environment on adolescent mental health; greater consistency in the conceptualisation of both school climate and mental health; and clarification of the influence of demographic variables on individual students’ experiences.
The school environment is of great importance for the socialization of children. At school, children learn many values, rules, and skills that relate to building relationships that include ...friendship, support, and competition. The school largely shapes children's behavior and expectations from society in the future. This study validates the new 22-item School Climate Questionnaire (SCQ) using a sample of Russian school students. A total of 4,776 respondents from 9 to 18 years old participated in the correlational study and filled the online-survey that includes SCQ. The Revised Olweus Bully/Victim Questionnaire, the Warwick–Edinburgh Mental Well-Being Scale (WEMWBS), and the Academic Motivation Scale were used to examine the convergent validity of the SCQ. Two hypotheses were examined that the new tool SCQ has structural validity (three factors) and convergent validity (which is proven by the significant correlations with victimization, aggression, mental wellbeing, and academic motivation). According to confirmatory factor analysis (CFA), it was shown that the questionnaire has three factors; their reliability is satisfactory. As expected, the results revealed significant correlations between the three scales of SCQ and scales of Victimization, Aggression, Mental Well-Being, and different types of Academic Motivation. The SCQ is a reliable and valid instrument that may be recommended for use by researchers and practitioners in different areas of educational psychology.
The present causal-comparative study examined the relation between school climate, ethnic identity, and academic futility among racially and ethnically minoritized students. The sample included 1721 ...racially and ethnically minoritized students identifying as Black, Asian, Latine, and Multiracial from 11 schools in the northeastern region of the United States. Regression models indicated a direct relation between the school climate subscales including School Connectedness, Safety, Character, Peer Support, Adult Support, Cultural Acceptance, Physical Environment, and Order and Discipline and academic futility for all groups in the study. Ethnic identity moderated the relation between school climate subscales and academic futility, although the impact differed across racial and ethnic groups. The present study's results highlight the similarities and differences in the educational experiences of minoritized students. The discussion provides recommendations for cultivating educational environments that are culturally affirming and informed to meet the needs of an increasingly diverse student population. Limitations and future directions are discussed.
This study investigated how perceived school climate affects teachers' job satisfaction and burnout and how self-efficacy and collective efficacy in behavior management mediate the effect of ...perceived school climate on job satisfaction and burnout. The questions were answered using longitudinal questionnaire data collected from 642 Finnish lower secondary school teachers. A structural equation model revealed that school climate had a positive effect, partly mediated by self-efficacy, on job satisfaction. Collective efficacy in student discipline did not explain either job satisfaction or burnout. Self-efficacy in managing behavior had a positive effect on job satisfaction and a negative effect on burnout.
•Perceived school climate had a positive effect on teacher job satisfaction.•Self-efficacy in behavior management affected both job satisfaction and burnout.•Collective efficacy in student discipline did not affect job satisfaction or burnout.
This study aims to reveal the relationship between the principal's leadership and school climate on the performance of teachers of SMP Negeri Kota Jambi. The research method used was a Korean study ...with a sample of 220 people using theecnik cluster random Simpling. The research instruments used are rating scales and Likert Scale model questionnaires that have been tested for validity and reliability. The research data were analyzed using pearsoncorrelation and regression techniques. The results of the data analysis showed that: (1) the principal's leadership contributed significantly to teacher performance by 24.4%. The results of the principal's leadership achievement level are in the good category, so that the increase in the principal's leadership is directly proportional to the increase in teacher performance; (2) School climate contributes significantly to teacher performance 36.9%. Furthermore, the results of the analysis of the description of climate variable data of Jambi City State Junior High School are generally known to be still in the conducive category with a score of 86.83%, so that it can be seen that the built school climate is able to provide comfort for teachers in doing their work; (3) The principal's leadership and the school climate together contribute to teacher performance by 51.6%. The better the leadership exercised by the principal, the more conducive the school climate is, and the better the teacher performance, data analysis shows that teacher performance is significantly influenced by the principal's leadership and school climate, both individually and collectively.
School climate is widely recognized as an important influence on peer victimization in schools. The purpose of this study is to examine how authoritative school climate theory provides a framework ...for conceptualizing 2 key features of school climate-disciplinary structure and student support-that are associated with 3 measures of peer victimization. Multilevel multivariate modeling in a statewide sample of 39,364 7th- and 8th-grade students attending 423 schools revealed meaningful associations at both the student and school levels of analysis. Higher disciplinary structure was associated with lower levels of prevalence of teasing and bullying, bullying victimization, and general victimization. Higher student support was associated with lower prevalence of teasing and bullying and general victimization. Overall, these findings add new evidence to the theory that an authoritative school climate is conducive to lower peer victimization.
Teachers are tasked with not only delivering high-quality, evidence-based academic instruction, but they are also responsible for managing student behavior within the classroom and school. To manage ...these behaviors, teachers can use a variety of strategies that result in a range of outcomes on student and school-wide functioning. Although an overreliance on punitive strategies has been shown to worsen behavior problems, positive strategies and social-emotional learning (SEL) techniques are associated with more favorable outcomes for students' global functioning. In a sample of K–12 teachers (N = 111), we examined direct associations between teachers' use of behavior management techniques (i.e., punitive, positive, and SEL) and their self-reports of perceived school climate. Furthermore, latent profile analysis was used to identify teachers' behavior management styles and evaluate whether teachers' characteristics and perceived school climate predicted behavior management style. Findings not only replicate previous research examining direct associations between behavior management techniques and school climate, but also extend the theoretical understanding of teachers' behavior management approaches. Three profiles of teacher behavior management style emerged, including a (a) Moderate Proactive profile characterized by frequent use of positive strategies and SEL techniques and infrequent use of punitive strategies; (b) Moderate Reactive/Proactive profile characterized by moderate use of both punitive strategies and positive strategies, as well as slightly lower use of SEL techniques; and (c) High Proactive profile characterized by very frequent use of positive strategies and SEL techniques and very infrequent use of punitive strategies. Use of these profiles may enhance understanding of how school psychologists can support teachers' behavior management practices through consultation or professional development to promote effective school and classroom behavior management practices.
This study aims to: (1) describe the level of ethical climate at middle schools, (2) compare the ethical climate at public schools based on teacher-student analysis, public school-private school ...analysis and district level analysis, and (3) explore findings to gain an intensive understanding of issues within the ethical climate realm at middle schools. Using a mixed-method approach with both quantitative and qualitative components, the research involved 360 participants across four schools (288 students and 72 teachers). Proportional stratified random sampling and a modified questionnaire based on Schulte’s instruments were used for collecting data during the quantitative phase. During the qualitative phase, the data were gathered through focused group discussions (FGDs), involving 20 teachers and 4 school principals. The results showed that the level of ethical climate at middle schools in the region was high at an average score of 3.285 out of 4 (82.125%). Notably, there were discrepancies between teacher and student perspectives. The study confirmed that the perceptions were significantly different between teachers and students and among the four schools. However, no discernible disparity in the ethical climate was found between public and private schools. In the qualitative phase, the study highlighted the imperative of discouraging negative behaviors, specifically teenage delinquency and bullying. Socioeconomic disparities were barriers to student interaction, prompting the recommendation for schools to intensify character building for consistent positive behavior. The promotion of honesty was particularly emphasized to mitigate cheating and bullying.
This research analyzes the leadership of the madrasa principal in building a school climate, and the example of the madrasa principal in building a school climate in Madrasah Aliyah Al-Washliyah 49 ...Pasar Lembu, Air Joman District, Asahan Regency.This type of research is a qualitative research approach, through observation, interviews, and document review. This method is used for several reasons, first, adapting this method is easier when dealing with reality. Second, this method presents directly the nature of the relationship between the researcher and the respondent. Third, this method is more sensitive and more adaptable to the many sharpening of joint influences on the patterns of values encountered. The interview targets/respondents in this study included the head of the madrasa, the deputy head of the madrasa, and teachers and all madrasah residents. The formulation of the research problem is 1)How is the leadership type of the madrasa principal in building the school climate in Indonesia? Madrasah Aliyah Al-Washliyah 49 Pasar Lembu, Air Joman District, Asahan Regency; 2)How is the exemplary leadership of the madrasa principal in building a school climate?in Madrasah Aliyah Al-Washliyah 49 Pasar Lembu, Air Joman District, Asahan Regency.The results of the research findings include 1) the type of leadership of the madrasa principal is democratic and fatherly, 2) the exemplary madrasa principal applied includes providing maximum service to all school members.
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