Browsing by Subject "School climate"
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ItemA correlation study on teachers' perception of the school climate and their degree of work motivation at Assumption College Samutprakarn, ThailandThis study sought to examine the relationship between teachers’ perceptions of the school climate and their degree of work motivation at Assumption College Samutprakarn, Thailand. The study evaluated the teachers’ perceptions of the school’s climate and their degree of work motivation in which Means and Standard Deviations were used for quantitative analysis. Finally, these two constructs’ relationship was analyzed through Pearson Product Moment Correlation Coefficient analysis. The study was conducted in 2020, where 160 Thai teachers participated with a return rate of 91 percent from the total target population of 175. The result revealed that the teachers at Assumption College Samutprakarn had a relatively high perception and positive attitude towards the school climate. It also revealed that the teachers’ degree of work motivation based on regulatory styles were relatively high on intrinsic (4.06), identified (4.15), and introjected (4.20). Furthermore, among the three recognized regulatory styles of motivation with a high level of perception, introjected regulated type resulted in the highest mean score. However, as the data has shown, they are moderately extrinsically motivated (3.42). The study’s main purpose was to examine the relationship between the teachers’ perception of the school climate and their work motivation. It revealed that the relationship between these two constructs was moderately positively correlated, r = .559, p < .05. The present study provided valuable information and extensive confirmation regarding the relationship between school climate and work motivation which other researchers must further explore.
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ItemA study of the relationship between students' perceptions towards school climate and their satisfaction at Shehong Middle School, Sichuan, ChinaThis study aimed to investigate the relationship between students' perceptions ofschool climate and their satisfaction at SheHong Middle School, Sichuan, China. By applying the Framework of school climates of Emmons, Haynes, & Comer(2002) and Maslow's Hierarchy of Needs Theory (1987) theories, this study identified students'perceptions towards school climate of six dimensions: 1) Order and Discipline 2) Fairness 3) Parent Involvement 4) Sharing Resources 5) Student Interpersonal Relationship 6) Student-Teacher Relationship, compared their perceptions accordingto3 pieces ofdemographics. The results of this study indicated a significant relationship between students'perceptions towards school climate and students'satisfaction. The findings for research objective one revealed that the total mean score of the level of students'perceptions of school climate was 3.43, which was interpreted as Moderate. The findings for research objective two showed that the total mean score of the level of students'satisfaction was 3.46, which was interpreted as Moderate as well. The correlation result showed a positive relationship between students'perceptions of school climate and students'satisfaction. The researcher discussed the research findings and provided corresponding suggestions to related principals, teachers,and administrators at the selected school in Sichuan, China.
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ItemA COMPARATIVE STUDY OF PRINCIPALS’ LEADERSHIP BEHAVIORS AND SCHOOL CLIMATES OF TWO INTERNATIONAL ELEMENTARY SCHOOLS IN YANGON, MYANMARThe purpose of this study was to: (1) identify the teachers’ perceptions of their principals’ leadership behaviors from two international elementary schools in Yangon, Myanmar, (2) identify the teachers’ perceptions of their school climates, and (3) compare the principals’ leadership behaviors and school climates perceived by teachers. Theories that were supportive in this study are (1) Path-Goal Theory of Leadership which was developed by House and his colleagues in the early 1970s, (2) Organizational Climate theories such as “The Mechanistic, Bureaucratic Model” and “The Organic, Humanistic Model” which were conducted by Owens and (3) The School Climate Model by Hoy et.al (1996). The revised Organizational Climate Description Questionnaires (OCDQ- RE) were used as instrumental tool to meet the research objectives in this investigation and they were distributed to 59 teachers from two international elementary schools in Yangon in May, 2013. The rating scale for level of practice was a four-point Likert Scale and frequencies, percentages, means, and two-tailed independent sample t-test were the statistical techniques applied in data analysis. Regarding to the results from the data analysis, it was found out that most teachers perceived their principals’ leadership behavior as supportive as high in both schools. Teachers also perceived their leadership behavior by themselves as collegial as high in both schools. Hence principals’ leadership behaviors were surveyed as supportive as high and teachers’ leadership behaviors were surveyed as collegial, principals-teachers and teachers-teachers relationships could be interpreted as open and teachers perceived their school climates as open climates. There is no difference between school climates perceived by teachers between School A and School B in Yangon, Myanmar.
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ItemThe relationship between teachers' perception toward principal's leadership behavior and school climate among Nursery & Kindergarten sections in an International school of ThailandThis study was conducted mainly to determine if there was significant relationship between teachers’ perception towards principal’s leadership behavior and school climate among Nursery & Kindergarten sections in an International school of Thailand in academic year 2016 – 2017. Questionnaires composed of Leader Behavior Description and the Organization Climate Description items were given to 53 of full-time teachers in this study. The study found that teachers in Nursery & Kindergarten sections were perceived their principal as task behavior leader, and the school climate were positive. Moreover, there was a significant relationship between teachers’ perception towards principal’s leadership behavior and school climate among Nursery & Kindergarten sections in an International school of Thailand.
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ItemThe relationship between teachers' perception towards school climate and their decision-making styles at a primary school in Anning District, Lanzhou city, ChinaThe main purpose of this study was to determine the relationship between teachers’ perception towards school climate and their decision-making styles at a selected primary school in Anning District, Lanzhou city, China. The study firstly assessed the teachers’ perception towards school climate, examined the teachers’ decision-making styles; lastly tested the relationship between these two main variables. A total of 71 full-time teachers replied the questionnaires adopted by the researcher. Means and Standard Deviations were used to report the teachers’ perception towards school climate and their decision-making styles; Pearson Product Moment Correlation Coefficient analysis was applied to test the relationship between these two variables. The results showed that, the teachers in the target school had a relatively positive attitude towards school climate. Besides, teachers’ most preferred decision-making style was group decision-making style. The Pearson Correlation test indicated that there was a significant relationship between teachers’ perception towards school climate and their decision-making styles at the selected primary school in Anning District, Lanzhou city, China.
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ItemThe relationship between teachers' perception towards their leadership capacity and school climate in the lovers of the cross of Ubon Ratchathani Schools, Thailand( 2019) Watcharaporn Nakpansa ; Yan, YeThe purpose of this research was to determine the relationship between teachers’ perceptions towards their leadership capacity and school climate in five selected schools under the leadership of the Lovers of the Cross of Ubon Ratchathani Congregation. The researcher used the high leadership capacity instrument adopted from Kujur (2016), and based on Lambert’s (2003) Leadership Capacity School Survey (LCSS), as well as the Schools’ Organizational Climate Survey (SOCS) adopted from Josaphat (2005). The results of this study showed that there was both a strong and significant relationship between the teachers’ perceptions towards their leadership capacity and their school climate in the respective schools. This study discussed those respective findings and found that school improvement and student achievement could be better facilitated by increasing teacher leadership capacity and improving the educational effectiveness through the implementation of a more conducive atmosphere for teaching and learning. The teachers and administrators were recommended to identify methods to develop and offer greater opportunities for teachers to facilitate shared ideas, enhance workplace engagement opportunities, develop methods of coherent discussion, as well as to assist and support each other to achieve the school goals. This research suggested that the achievement of these recommendations could be done by developing the communication within the learning community, engaging and inspiring students, collaborating more between shareholders to strengthen leadership capacities and to ultimately improve the school climate within the school. To facilitate this, it was proposed that teachers should revamp their teaching-learning processes through professional development and training, in order to raise teachers’ commitment and devotion to each individual learner.
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ItemThe relationship between teachers' perceptions towards Human Resource Management and School Climate at Myint-Mo Education Foundation (MEF) in MyanmarThis study was to investigate the significant relationship between teachers’ perceptions towards Human Resource Management and School Climate. The study conducted 60 full-time teachers based on their perceptions to discover the research findings in 2018-2019 academic year. This study focused on three objectives were to: (1) identify the level of teachers’ perceptions towards human resource management, (2) identify the level of teachers’ perceptions towards school climate, and (3) determine the significant relationship between teachers’ perceptions towards human resource management and school climate at Myint-Mo Education Foundation (MEF). The two theories were Human Resource Management Theory by Lunenburg & Ornstein (2008), and School Climate Model by Hoy, Tarter & Kottkamp (1991). The research designed the quantitative method. The Means and Standard Deviations, and The Pearson Product Moment Correlation Coefficient were utilized to analyze the data for hypothesis testing by distributing 30 question items in HRM and 30 question items in school climate for investigating the objectives of the study. From the research findings, r value was .403, with significant by Pearson correlation of .003. The study showed that there was a significant relationship between teachers’ perceptions towards human resource management and school climate at Myint-Mo Education Foundation (MEF), Myanmar.
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ItemA study of the relationship between teachers’ perceptions towards school climate and the professional learning community at a private school, Myanmar( 2021) Lwin, Phyo Khant Koko ; Ye, YanThis study investigated the relationship between school climate and the professional learning community at Our Inspiration Academic Center private boarding school, Myanmar. The research was quantitative and correlational in design and used the Organizational Climate Description Questionnaire (OCDQ) and the Professional Learning Community Assessment Questionnaire. Means and Standard Deviation, and the Pearson Product Moment Correlation Coefficient were used to analyze the data for testing the hypothesis. The 55 respondents, all full-time teachers from Our Inspiration Academic Center private boarding school, completed the questionnaire. This study found that teachers’ perceptions of school climate and professional learning community were high, and there was no significant relationship between teachers’ perceptions of school climate and professional learning community at Our Inspiration Academic Center private boarding school, Myanmar. The result of Pearson correlation coefficient for the r-value was .039 with a significance value of .775 The findings of this study showed that teachers should have to respect, share ideas among colleagues and actively involved in collaborative teaching and learning processes, cooperative work ethic to become the school as open climate and implement the school as PLC.
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ItemA study of the relationship between the grade nine students’ perception toward the School climate and their satisfaction in the Xingyi No.1 Secondary School, Guizhou, China( 2021) Chen, Taotao ; Watana VinitwatanakhunThe main purpose of this study was to determine the relationship between the grade nine students’ perception toward the school climate and their satisfaction in the Xingyi.No.1 Secondary School, Guizhou of China. In this study, the researcher used a quantitative research method. The study surveyed totally 200 ninth grade of students from four classes in the Xingyi No.1 Secondary School. In this research, for the perception of school climate, the concept of school climate by Haynes, Emmons & Comer (2002) was used and for the satisfaction part, Maslow’s Theory (1943) was used. Firstly, assessed the students’ perception toward the school climate and their level of satisfaction, then tested the relationship between the school climate and their satisfaction. Mean and the Standard Deviations were used to test the students’ perception toward the school climate and their satisfaction; Pearson Product Moment Correlation Coefficient Analysis was used to test the relationship between the school climate and their satisfaction. The results of this study showed that the level of students’ perception toward school climate was high, however, the students had negative perception in some dimensions of the school climate in the Xingyi No.1 Secondary School. And the level of students’ satisfaction was high. According to the Pearson-Moment Correlation Analysis, there was a week positive significant relationship between the grade nine students’ perception toward the school climate and their satisfaction in the school. And students had negative perception in some dimensions of the school climate at the selected school.
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ItemThe relationship between teacher's perception of school climate and their job satisfaction at experimental middle school, Zhongshan City, Guangdong, ChinaIn this research, the research instruments used were the Organizational Climate Index (OCI) designed by Hoy, Smith, and Sweetland (2002) based on the Open and Closed School Climate and the Healthy School Climate Theory, and the Organizational Climate Index (OCT) to determine teachers' perception of the school climate, which initially designed by Hoy et al. (2002). The collected data was analyzed by Descriptive statistics, Frequency and Percentage, Mean and Standard Deviation, and Pearson Product Moment Correction Coefficient.Researchers collected basic information from 56 teachers at the selected school, including teaching experience, year, age, and educational level. The research findings showed the level of the teachers' perceptions of the school climate was high(3.60), while the level of the teachers' job satisfaction at thisMiddle School was high(3.62). The correlation analysis result showed a strong positive relationship between teachers' perceptions of the principal's transformational leadership style and their job satisfaction at Experimental Middle school in Zhongshan City, China.
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ItemThe relationship between teachers' perceptions towards school climate and their decision-making styles in Baoshan Foreign Language School Affiliated with Shanghai University, Shanghai, ChinaThe study's main purposewas to explore the relationship between teachers' perceptions of school climate and their decision-making styles in Baoshan Foreign Language School,Affiliated withShanghai University in Shanghai, China. Thestudy firstassessed the teachers' perception of school climate, examined the teachers' decision-making styles, andtested the relationship between these two main variables. A total of 70 full-time teachers answered questionnaires by the researchers. Mean and standard deviationwere used to identify teachers' perception of school climate and decision-making style. The Pearson product correlation coefficient was used to analyze the relationship between teachers' perception of school climate and decision-making style.The results showed that the teachers in the target school had a relatively positive attitude towards the school climate. Besides, teachers'most preferred decision-making style was the group decision-making style.However, the level of perception of school climate andAutocratic decision-making styles was not significant. In addition, teachers' favorite decision-making style is the group decision-making style, followed by the consultative and autocratic styles. Pearson's correlation test showed a strong positive relationship between teachers'perceptions of school climate and group decision-making styles. The researcher discussed the findings and suggested that the stakeholders of this school should be aware of the importance of school climate and decision-making styles. Teachers should be provided a stronger professional development platform as well as various forms of communication opportunities.