Advancing a Conceptual and Empirical Model of School Climate for School Staff in California
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| Title: | Advancing a Conceptual and Empirical Model of School Climate for School Staff in California |
|---|---|
| Language: | English |
| Authors: | Capp, Gordon (ORCID |
| Source: | Journal of School Violence. 2020 19(2):107-121. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Educational Environment, Educational Policy, School Safety, Decision Making, Public Schools, Policy Analysis, Violence, Emotional Development, Social Development, Risk, Well Being, Institutional Characteristics, School Personnel, Teacher Attitudes, Administrator Attitudes, School Surveys |
| Geographic Terms: | California |
| DOI: | 10.1080/15388220.2018.1532298 |
| ISSN: | 1538-8220 |
| Abstract: | School climate is increasingly intertwined with efforts to create safe schools and improve social-emotional learning and academic outcomes. While current definitions of school climate implicate the decisions and actions of school staff members, the majority of school climate research focuses on the perspectives of students. This study presents an adapted model of school climate that focuses on the experiences of school staff members, and is one of the first empirical studies to explore a statewide data set of responses from staff members in California public schools. Results suggest that there are meaningful differences in the experiences of school climate for different staff members and that these differences should guide the assessments of school climate and changes to policies and procedures that may influence climate. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1246812 |
| Database: | ERIC |
| Abstract: | School climate is increasingly intertwined with efforts to create safe schools and improve social-emotional learning and academic outcomes. While current definitions of school climate implicate the decisions and actions of school staff members, the majority of school climate research focuses on the perspectives of students. This study presents an adapted model of school climate that focuses on the experiences of school staff members, and is one of the first empirical studies to explore a statewide data set of responses from staff members in California public schools. Results suggest that there are meaningful differences in the experiences of school climate for different staff members and that these differences should guide the assessments of school climate and changes to policies and procedures that may influence climate. |
|---|---|
| ISSN: | 1538-8220 |
| DOI: | 10.1080/15388220.2018.1532298 |
