Improving School Climate for Better Quality Educational Management

S. Syahril, H. Hadiyanto
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引用次数: 12

Abstract

School climate is a situation formed by a relationship between the principal and teachers, teachers and teachers, teachers and staffs, teachers and students or relationships among students that characterizes a school and distinguishes a school from others.  School climate might influence and determine the success of teaching and learning process at schools.  The school climate consists of at least four dimensions, namely dimension of relationship, personal growth/development, system maintenance and change, and dimension of physical environment.  Based on the studies done in several countries, school climate can be a variable influencing other variables, such as learning achievement, behavior and teacher job satisfaction, teacher work motivation, teacher morale, teacher creativity, teacher work performance, and teacher discipline. So, when the school principal wants to improve those practices, he or she has to make better school climate through common stages namely preliminary assessment, feedback, reflection and discussion, intervention, and finally reassessment.
改善校风促进优质教育管理
学校气候是由校长与教师、教师与教师、教师与职员、教师与学生或学生之间的关系所形成的一种情况,它是一所学校的特征,也是一所学校与其他学校的区别。学校氛围可能影响和决定学校教与学过程的成功。学校气候至少包括四个维度,即关系维度、个人成长/发展维度、系统维护与变革维度和物理环境维度。根据几个国家所做的研究,学校氛围可以是一个影响其他变量的变量,如学习成就、行为和教师工作满意度、教师工作动机、教师士气、教师创造力、教师工作绩效和教师纪律。因此,当校长想要改善这些做法时,他或她必须通过初步评估,反馈,反思和讨论,干预,最后重新评估的共同阶段来创造更好的学校氛围。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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