School Climate as an Important Component in School Effectiveness

Dorina Rapti
Abstract:
Expectations, values, faith, relationships with staff, the school leader, teachers and students behavior create school climate. The leader can promote or hinder a positive climate through his leadership model. The purpose of this study is to explore what are the climate types that appear in the school as well as to contribute to the expectations of different stakeholders on the school climate. The starting point for improving the performance of students and teachers is to improve school climate. Thus, this study will help leaders who for one reason or another have not been effective in keeping their responsibilities, and, as a result, did not work efficiently in improving school climate. It is assumed that a positive school climate enhances effective teaching, and as a result a better performance of student learning. This study will serve to further studies related to the expansion of the leaders’ roles on school climate. In conclusion, the research will assist policy makers in Albania to assess the content of the modules needed for training future managers and teachers to ensure they are equipped with the skills required to create a positive, open and collaborative climate in school. The school leader should be released from some managerial tasks, for paying more time to teachers and students.

Keywords:
school climate, open climate, closed climate, climate dimension, climate improvement

Full text available in PDF: Academicus-MMXIII-8-110-125.pdf

Digital Object Identifier (DOI): http://dx.medra.org/10.7336/academicus.2013.08.06

Creative Commons License

School Climate as an Important Component in School Effectiveness by Dorina Rapti is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Permissions beyond the scope of this license may be available at
http://academicus.edu.al/?subpage=volumes.