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Teacher and student perceptions of school
climate. Some conclusions from school
culture and climate research
1
Katedra Dydaktyki/Instytut Pedagogiki/Wydział Nauk Pedagogicznych
Akademia Pedagogiki Specjalnej
im. Marii Grzegorzewskiej w Warszawie
Publication date: 2017-03-31
JoMS 2017;32(1):63-82
KEYWORDS
school climatesocial climateteacher-student perceptions of schoolsettingteaching-learning environmentcase study
ABSTRACT
School culture and climate, more than any other factors, determine school
efficiency. Building a positive school climate means to create the conditions both
for students and teachers to work and learn effectively – feeling supported, safe,
motivated and satisfied with their outcomes, and ready to contribute to the school
improvement. In the light of many research, schools with positive climate are those
which pay attention not only to the high academic outcomes, often measured by the
tests, but also (or mostly?) to the social and emotional well-being of every student
and adult. The subject of the article concerns the perception of school climate and
learning setting by teachers and students from two Warsaw high junior schools,
which significantly differ from each other in the effect of standardized external
tests on students’ academic outcomes. The text contains some conclusions from
a multi-faceted exploration of school culture and climate at these schools. First, the
author compares teacher – student perception of school climate within the school,
and then compares two school workplaces focusing on human relationships as an
important factor of school climate. In this text selected cathegories of school climate
are analysed: (1) school satisfaction, (2) teacher – student and peer relationships,
(3) teachers’ support for students, (4) motivating students to succeed, (5) obeying
the students’ rights at school, (6) agressive behavior among students. Quantitative
analysis are complemented with qualitative analysis.
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| eISSN: | 2391-789X |
| ISSN: | 1734-2031 |
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