School engagement, school climate from students' and teachers' points of view
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Published:
Aug 2, 2020
Keywords:
school engagement, school climate, dropout, students' point of view, teachers' point of view, comparative analysis
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Abstract
The study focuses on the analysis of multiple perspectives by comparing students’ and teachers’ points of view. Basically the paper explores the characteristics of school commitment, involvement, engagement, climate but also compares other areas closely related to the issue. Differences between students’ and teachers’ aspects regarding the degree of community involvement, judgement of school goals and expectations, assessment of teacher competencies, life satisfaction and trust. In the first part of the study interpretations of students' engagement to school, teachers' commitment to work and organization, and school atmosphere are elaborated, also the most important empirical results on the topic are presented. Focusing on these topics, the second part analyses the differences between students’ (n = 1,953) and teachers’ (n = 1,136) points of view based on a questionnaire survey conducted in the autumn of 2018 in the framework of a complex research aimed at the analysis of school dropouts in Hungary.
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Széll, K., Szabó, L., & Fehérvári, A. (2020). School engagement, school climate from students’ and teachers’ points of view. Iskolakultúra, 30(8), 21–40. https://doi.org/10.14232//ISKKULT.2020.8.21
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References
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Anderson, C. S. (1982). The Search for School Climate: A Review of the Research. Review of Educational Research, 52(3), 368–420.
Appleton, J. J., Christenson, S. L. & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386. https://doi.org/10.1002/pits.20303
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Bacskai Katinka (2015). Iskolák a társadalom peremén. Alacsony státusú diákokat tanító eredményes tanárok. Szeged: Belvedere Meridionale.
Balázs László (2014). Iskolai klíma hatása a tanulói teljesítményre. In Balázs László, H. Tomesz Tímea & H. Varga Gyula (szerk.), A kommunikáció(s készségfejlesztés) tantárgyközi szerepe, lehetőségei. Budapest: Hungarovox Kiadó. 38–54.
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Bond, L., Butler, H., Thomas, L., Carlin, J., Glover, S., Bowes, G. & Patton, G. (2007). Social and School Connectedness in Early Secondary School as Predictors of Late Teenage Substance Use, Mental Health and Academic Outcomes. Journal of Adolescent Health, 40(4), 9–18.
Bourdieu, P. (1997). Gazdasági tőke, kulturális tőke, társadalmi tőke. In Angelusz Róbert (szerk.), A társadalmi rétegződés komponensei. Budapest: Új Mandátum Kiadó. 156–177.
Brand, S., Felner, R., Shim, M., Seitsinger, A. & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95(3), 570–588. https://doi.org/10.1037/0022-0663.95.3.570
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Cantrill, H. (1965). The pattern of human concern. Rutgers University Press.
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Coleman, J. S. (1988). Social Capital in the Creation of Human Capital. American Journal of Sociology, 94, 95–120.
Collins, T. N. & Parsons, K. A. (2010). School Climate and Student Outcomes. Journal of Cross-Disciplinary Perspectives in Education, 3(1), 34–39.
Creemers, B. P. M. & Reezigt, G. J. (1999). The Role of School and Classroom Climate in Elementary School Learning Environments. In Freiberg, J. H. (szerk.), School Climate. Measuring, Improving and Sustaining Healthy Learning Environments. London: Falmer Press. 30–48.
Davis, K. (2012). Friendship 2.0: Adolescents’ experiences of belonging and self-disclosure online. Journal of Adolescence, 35(6), 1527–1536. https://doi.org/10.1016/j.adolescence.2012.02.013
Day, C. & Gu, Q. (2014). Resilient Teachers, Resilient Schools: Building and Sustaining Quality in Testing Times (Teacher Quality and School Development). London: Routledge.
Dronkers, Jaap & Róbert, Péter (2003). The Effectiveness of Public and Private Schools from a Comparative Perspective. EUI Working Paper SPS No. 2003/13. San Domenico: European University Institute. http://cadmus.eui.eu/handle/1814/1360 [2017.03.10.]
Fehérvári Anikó, Magyar Éva & Széll Krisztián (2020). A tanulói lemorzsolódás empirikus vizsgálata – elméleti és módszertani keretek. Iskolakultúra, 30(), .
Fényes Hajnalka (2008). Kontextuális hatások a középiskolások eredményességére. Szociológiai Szemle, 18(3), 3–31.
Fényes Hajnalka & Pusztai Gabriella (2004). A kulturális és a társadalmi tőke kontextuális hatásai az iskolában. Statisztikai Szemle, 82(6–7), 567–582.
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