The Impact of School Climate on Teachers’ Self-efficacy Towards a Comprehensive Program for Professional Development
DOI:
https://doi.org/10.54097/75sg9175Keywords:
School Climate, Teachers' Self-Efficacy, Teachers' Professional DevelopmentAbstract
This study evaluated the school climate and the teachers' self-efficacy with a goal to propose a comprehensive program for teachers' professional development. Based on the findings, the researcher concluded the following: (1) The majority of teacher respondents are female, aged 31 to 40, holding Master’s degrees, and collectively possess over ten years of experience across all school departments. (2) School climate, especially student interactions, was highly manifested among the four indicators evaluated by teachers. Teacher relations ranked second, followed by leadership and decision-making. Attitude and culture were rated lowest but still assessed as highly implemented. (3) Teachers expressed highest self-efficacy in digital literacy, followed by instructional strategies, student engagement, and classroom management, indicating confidence in various teaching aspects. (4) School climate significantly impacts teachers' self-efficacy, influencing empowerment, motivation, and confidence in engaging students and using instructional methods effectively. (5) A proposed teacher professional development program aims to enhance teachers' self-efficacy through targeted initiatives focused on school climate improvement. Based on the study's conclusions, the following recommendations are suggested(1) Focus on raising awareness of attitude and culture within the school through initiatives like cultural competence training and diversity workshops. (2) Encourage collaboration among teachers from different departments to enhance understanding of teaching practices and promote a unified school climate. (3) Provide ongoing support and resources for integrating technology into teaching practices, including training on new tools and effective digital resource incorporation. (4) Foster cross-departmental collaboration among teachers to enrich teaching experiences and promote a sense of shared efficacy. (5) Execute a comprehensive teacher professional development program to cultivate a positive school climate, promote collaboration, and empower educators for an enriched teaching environment.
Downloads
References
Donaldson, M. L., & Papay, J. P. (2015). An idea whose time had come: Negotiating teacher evaluation reform in New Haven, Connecticut. American Journal of Education, 122(1), 39-70.
Ge L (2022) Enhancing Chinese EFL Teachers’ Work Engagement: The Role of Self and Collective Efficacy. Front. Psychol. 13:941943. doi: 10.3389/fpsyg.2022.941943.
Katsantonis, I. (2020). Investigation of the Impact of School Climate and Teachers’ Self-Efficacy on Job Satisfaction: A Cross-Cultural Approach. Department of Primary Education, University of Patras, 265 04 Patras, Greece. Eur. J. Investig. Health Psychol. Educ. 2020, 10(1), 119-133; https://doi. org/ 10. 3390/ejihpe10010011.
Liu, E., & Huang, J. (2019). Occupational self-efficacy, organizational commitment, and work engagement. Social Behavior and Personality, 47(8), 1–7. https://doi.org/ 10. 2224/ sbp. 8046.
Lacks, Paige and Watson, Scott B. (2018) "The Relationship Between School Climate and Teacher Self-Efficacy in a Rural Virginia School System," School Leadership Review: Vol. 13: Iss. 1, Article 5. Available at: https://scholarworks. sfasu.edu/ slr/ vol13/iss1/5.
Li, Chengcheng. (2021). "School Climate, Teacher Self-Efficacy, and Teaching Practices: Evidence from TALIS 2018" (2021). UNLV Theses, Dissertations, Professional Papers, and Capstones. 4169. http://dx.doi.org/10.34917/25374060.
Meristo, M., & Eisenschmidt, E. (2014). Exploring school climate: Principals' perceptions in Estonian basic schools. Educational Management Administration & Leadership, 42(5), 623-640. https://doi.org/10.1177/1741143213496879.
Persinski, Jacqueline L., "The Impact of Teacher Efficacy and Student Engagement on Eleventh-Grade South Carolina U.S. History and Constitution End-of-Course State Exam Scores.
Syahril and Hadiyanto. (2018). Improving school climate for better quality educational management. Vol.1, No.1, 2018, pp. 16-22 DOI: https://10.32698/0182.
Tus, Jhoselle. (2020). An Assessment of the School Culture and Its Impact on the Academic Performance of the Students. 10. 6084/m9.figshare.12250424.v1.
Veletić, J., Price, H.E. & Olsen, R. V. (2023). Teachers’ and principals’ perceptions of school climate: the role of principals’ leadership style in organizational quality. Educ Asse Eval Acc (2023). https://doi.org/10.1007/s11092-023-09413-6.
Williamson, R., & Blackburn, B. (2019). Collaborating Through Shared Decision.
Xiao, M., Tian, Z. & Xu, W. Impact of teacher-student interaction on students’ classroom well-being under online education environment. Educ Inf Technol 28, 14669–14691 (2023). https://doi.org/10.1007/s10639-023-11681-0.
Zee, M., Koomen, H.M.Y. (2016). Teacher self-efficacy and its effect on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86 (4) (2016), pp. 981-1015, 10.3102/0034654315626801.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Journal of Education and Educational Research
This work is licensed under a Creative Commons Attribution 4.0 International License.