Unit:
Κατεύθυνση Συγκριτική Παιδαγωγική, Εκπαιδευτική Πολιτική και Διοίκηση της ΕκπαίδευσηςLibrary of the School of Education
Supervisors info:
Φασούλης Κώστας, Ομότιμος Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Σχολή Επιστημών της Αγωγής, ΕΚΠΑ
Βρεττός Ιωάννης, Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Σχολή Επιστημών της Αγωγής, ΕΚΠΑ
Μπαμπάλης Θωμάς, Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Σχολή Επιστημών της Αγωγής, ΕΚΠΑ
Original Title:
Το σχολικό κλίμα ως παράγοντας αποτελεσματικότητας στις σχολικές μονάδες της Πρωτοβάθμιας Εκπαίδευσης στη Δυτική Αττική
Translated title:
The school climate as a factor of effectiveness in Primary Education schools in Western Attica
Summary:
The school climate, the unique atmosphere in each school unit, has been identified as one of the most important factors of school efficiency, which contributes decisively to improving the quality of the education provided, so his study has been considered interesting.
The purpose of this research is to investigate the school climate prevailing in elementary primary schools in West Athens through the views of directors and teachers and, in particular, to illustrate the school climate parameters that managers and teachers feel they need to improve. The theories approach is theoretically and empirically. The theoretical part attempts to conceptually clarify the concepts of effective school, the school climate and its four basic parameters and the role of the director in shaping the school climate. The empirical part includes research methodology, research results, concluding findings and proposals. The survey involved a convenient sample of 120 educators and 20 school unit managers.
As found out from the findings of the survey, participating teachers are less satisfied with the school climate prevailing in the schools they serve. They believe that there is a need for improvement in all aspects that have been explored, namely communication, cooperation, organization and administration, and students.
The first in need of intervention for improvement was the "students" parameter followed by the "cooperation" parameter. Teachers, through their responses, ask for the education offered to be aimed at developing pupils' skills, improving the quality of the education provided, optimizing the preparation of the pupils for their future careers and improving the school environment in order to be pleasant for the students. They want decisions on problem-solving to be taken collectively, they consider their work to be unrecognizable and there is no spirit of cooperation they would like among colleagues. The views of directors and teachers are largely identical, with minor variations in terms of gender and working relationship; permanent teachers are more satisfied with the school climate than their substitutes.
Main subject category:
Education
Keywords:
effective school, school climate, director role, communication, collaboration, organization and administration, students
Number of references:
152
