Directory UMM :Data Elmu:jurnal:I:International Journal of Educational Management:Vol14.Issue6.2000:

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School climate in elementary and secondary schools:

views of Cypriot principals and teachers

Georgia Pashiardis

The Pedagogical Institute of Cyprus, Nicosia, Cyprus

Introduction

During the 1970s and 1980s the necessity for school improvement and the evolving mission of effective schools was becoming more and more pervasive in the field of education. Scholars and effective schools advocates have claimed that, by focusing on key educational processes such as

instructional methods, classroom

organization and climate or culture, some school characteristics can be identified that are positively related to students'

achievement.

Many researchers such as Robinson, Mackensie, Purkey, Smith, and other scholars, researched schools and set the research and policy base for the effective school movement. Through an investigation of the internal operations in certain schools they identified certain factors which helped to enhance student achievement and also contributed to improving school effectiveness. Specifically, researchers differentiated effective schools from ineffective ones by considering certain factors. Researchers have consistently identified those factors as ``the characteristics of effective schools'', namely: instructional leadership, teacher behavior, parental/community involvement, and continuous assessment on student progress, etc. (Lezotte, 1991; Pashiardis and Pashiardis, 1993; Lezotte and Jacoby, 1990).

School climate was also identified as one of the few critical factors for enhancing a school's effectiveness and success (Roueche and Baker, 1986; Norton, 1984; Lezotte, 1992). This became the foundation on which this study was developed. Therefore, the purpose of this study is to examine and present the beliefs, attitudes and views of principals and teachers concerning the school climate in elementary and secondary schools in Cyprus.

More specifically, an attempt was made to identify:

. The main areas of school climate which are in need of most improvement based on the views expressed by the research participants.

. If there are any differences or similarities between secondary and elementary school teachers and principals with regard to their views about school climate. . If there are any statistically significant

differences on the views expressed about the school climate based on gender and teaching experience of the respondents.

School climate ± review of the

literature

During the past decades, considerable attention has been devoted to the investigation and definition of a school's climate, culture, atmosphere, personality or ethos. Whatever the term utilized, school climate as used in this study is the collective personality of the school, the overall

atmosphere of the school that one can sense almost immediately on entering the building which appears to be the key factor in determining ``a school's success or failure as a place of learning'' (Brookover and Lezotte, 1979; Edmonds, 1979; Lezotte, 1992; Reynolds and Cuttance, 1992; Purkey and Smith, 1983). Although it is very difficult to define this concept, school climate is a relatively enduring quality of the school environment that is experienced by participants

(administrators, teachers, students) and the one that influences and affects their behavior concerning their teaching and the

achievement of the school's goals. In short, the school climate serves a crucial role in determining ``what the school is and what it might become'' (Norton, 1984). Further, a positive school climate is the atmosphere where teaching and learning are emphasized and rewarded and a spirit of collegiality and collaboration among the staff and between The current issue and full text archive of this journal is available at

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The International Journal of Educational Management 14/5 [2000] 224±237

#MCB University Press [ISSN 0951-354X] Keywords

Schools, Organizational culture, Cyprus, Teachers, Perception, Effectiveness

Abstract

Aims to examine and present the beliefs of elementary and secondary school principals and teachers concerning their school's climate. Investigates four parameters related to school climate, namely: communication, collaboration, organizational structure, and students. Both elementary and secondary principals and teachers indicated that the climate in their particular schools is satisfactory with an overall mean of 2.33 on a three-point Likert-type scale. The lowest mean was given to the parameter organizational structure (2.26), the second to the parameter students (2.29) and the third to the parameter collaboration (2.31). Therefore, one could conclude that the above areas are in most need of improvement. Based on gender, one general comment would be that men seemed to feel worse about their particular school's climate than women. Further, more

experienced teachers had slightly different views when compared with less experienced teachers in two parameters of the

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the staff and the principal in reaching the goals of the school exists. In general, ``climate'' is to an organization what ``personality'' is to an individual (Roueche and Baker, 1986).

Research in the area of school climate indicates that certain characteristics are associated with the climate of effective schools which is conducive to learning (Brookover and Lezotte, 1979; Edmonds, 1979; Lezotte, 1992; Reynolds and

Cuttance, 1992; Lezotte, 1991; Pashiardis and Pashiardi, 1993; Lezotte and Jacoby, 1990). These characteristics can be summarized as follows:

. The principals are the instructional leaders in their schools. They effectively define and communicate the mission of the school to all school participants and convey a vision of what the school should and will be.

. Policies and procedures, rules and regulations are clear and well-known to the school participants so that everybody feels responsible to implement them consistently.

. Administrators, teachers, students, parents and others involved have a common denominator, ``the plan'', that includes the school's goals and objectives and guides the daily behavior of all school participants (Wynne, 1981).

. Teachers believe it is their responsibility to teach all students by using different teaching procedures and materials based on the students' learning needs and styles (Roueche and Baker, 1986).

. Communication and collaboration among the school staff is emphasized.

Administrators and teachers work collaboratively in planning and coordinating the school curriculum as well as in implementing new learning techniques (Campo, 1993).

. A climate of optimism and high expectations permeates the classroom. Teachers maintain an orderly

environment where student success can be cultivated (Roueche and Baker, 1986). . The professional working climate within

an effective school encourages an awareness and an acceptance of the community in which it exists. This is illustrated through participation in collective community projects (Edmonds, 1979).

In conclusion, when the aforementioned characteristics are found in a particular school, effectiveness and success are more likely to occur. Based on the literature review, four specific areas (parameters) were

taken together as the composite

characteristics that can lead to a climate of success within a particular school:

1 communication;

2 collaboration among all the participants; 3 organization and administration; and 4 students.

The four areas mentioned above were investigated in depth in this study with a questionnaire. Those areas will be presented in the following paragraphs so as to shed some more light on the importance of these parameters towards achieving a positive school climate.

In an ideal situation,communication permeates every aspect of school life (Hoy and Miskel, 1996). Administrators, teachers and students share any kind of information that would help them achieve the goals of the school and the individual classroom.

Information, which is given in verbal and/or written form, is clear and precise so that everybody understands the expectations as well as the expected outcomes. The role of the principal in establishing effective

communication is crucial. The principal provides information about expectations and outcomes in a professional manner because teachers and students should know what is expected in order to be effective and efficient in the performance of their duties and in order to achieve their goals (Sergiovanni, 1984).

In achieving the expectations and

outcomes, the spirit of cooperation within the school is high. All participants have various opportunities to work jointly with others. A collegial school environment enhances the opportunities for teachers, resulting in greater stimulation at work and higher levels of work motivation. Numerous studies indicate that collaboration positively affects and improves the interpersonal skills of students, teachers and principals, and consequently the growth and effectiveness of the organization (Campo, 1993).

Also, effective communication and collaboration among the teaching staff are essential in problem-solving situations and decision-making processes. Teachers are treated as professionals and their

participation in the decision-making process is encouraged by the principals in reaching the goals of the school (Sergiovanni, 1990).

The school's policies and procedures, goals and expectations that guide personnel work are clear and well-known and contribute to the organization and administration of the school. The principal assumes the role of instructional leader, creates a clear understanding of the school goals and

Georgia Pashiardis

School climate in elementary and secondary schools: views of Cypriot principals and teachers

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communicates the mission of the school to the staff, students, parents and community so that everybody is committed to the overall mission (Kimbrough and Burkett, 1990). Furthermore, the principal tries to foster the desired climate based on the principles of collaboration, responsibility and trust in all school decision-making processes.

Undoubtedly, the principal becomes the leader in the school and the key to a school's success, the one who maintains order, purpose, direction and coherence among the participants (Roueche and Baker, 1986).

Finally, the school directly influences students' behavior as well as their lives, and thus students are the center of every school activity. Students and their families are considered important factors in school effectiveness and success, and thus student-centredness is established in all aspects of school life. Teachers as well as

administrators demonstrate positive behaviors towards all students because they believe that all students are capable of succeeding and it is the school's

responsibility to provide opportunities for student learning and to structure

experiences in ways that will lead to success. Therefore, all major educational decisions such as instructional programs, materials selection and teaching strategies are centred on meeting each student's learning needs.

In a school with a positive climate, students receive the best instructional services. Teachers focus on students' characteristics, learning styles and experiences as they try to make learning relevant to the lives of their students. Furthermore, they work to establish a supportive non-threatening climate in which students are likely to take advantage of learning opportunities through active student involvement. Also, they select appropriate materials and teach thoroughly and in a holistic way in order to achieve excellence in education (Borich, 1999). Finally, the quality of career development of students is high. Students are provided with the latest information on what is best for their future so that they can make the best possible decisions.

Based on the aforementioned review of the literature, a study was conducted in Cyprus on school climate around the four areas 1 communication;

2 collaboration;

3 organization and administration; and 4 students.

The results of the study will be presented extensively beginning with a description of the questionnaire and the sample. Finally,

some recommendations are made which can be considered by educational policy makers with regard to school climate and especially when they plan changes in the educational system.

Questionnaire, sample, procedures

This study was addressed to all principals and teachers that were employed by the Ministry of Education of Cyprus in public schools, both elementary and secondary, during the year 1995-1996. These teachers' beliefs concerning their school's climate were investigated through a questionnaire which was designed and pilot-tested

specifically for this study. The questionnaire is based on the various studies that took place during the last three decades in the USA and in Europe on effective schools (Brookover and Lezotte, 1979; Edmonds, 1979; Edmonds and Fredericksen, 1978; Fuller, 1987; Lezotte, 1992; Levine and Lezotte, 1990; Mortimoreet al.,1988; Reynolds and Cuttance, 1992; Rutteret al.,1979).

The questionnaire was structured around four parameters as was previously

mentioned: communication, collaboration, organization and administration, and students. Communication was examined through nine items (questions); collaboration was investigated through seven items (questions) asking participants about the spirit of collaboration among teachers as well as between teachers and their immediate supervisors. Under organization and administration eight items (questions) were included relating to the school's

organizational rules and policies. Finally, there were six items (questions)

investigating the parameter students. In total, the questionnaire (see Appendix) includes 30 questions regarding school climate and five demographic questions (gender, age, position, total years of experience etc.) for the participants.

The participants were asked to circle the number on a three-point Likert-type scale from 0 to 3 that better expressed their views concerning the climate of their school (where 0 = not applicable, where 1 = not at all satisfied, 2 = satisfied to a small extent, 3 = satisfied to a great extent). Finally, there were two scales in this questionnaire for each item. The first scale asked the

participants to describe the school climate as is currently exists whereas the second scale asked them to describe how the school climate should be ideally.

The sample for this study was randomly selected from among all elementary and

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secondary school principals and teachers employed in the public schools during the year 1995-1996[1]. A total of 1,534

questionnaires were sent out (754 to elementary school teachers and principals and 780 to secondary school teachers and principals).

As shown in Table I, 765 questionnaires were received: 300 questionnaires from the elementary school teachers and principals and 465 from the secondary school teachers and principals. The response rate from the elementary school participants was not as high as was expected (40 per cent) and, therefore, the results cannot be generalized to the extent we would wish to be able to do so. However, the results for the secondary school participants can be generalized with more confidence because the response rate (60 per cent) was very good for that group.

Results

Different statistical procedures, both descriptive and inferential, were employed to analyze the data. More specifically, means and standard deviations were calculated and analyzed for the first research question which was focused on the main areas of the school climate which are in need of most improvement. The attitudes of secondary school principals concerning this item are shown in Table II.

As shown in Table II, there is a big difference between the school climate as it is and the school climate as it should be on the item that refers to the written feedback that the principals received from their immediate supervisor. Also, the third item in this Table, which refers to the extent that the verbal feedback principals receive from their immediate supervisor is useful for their work, is in dire need of change.

Table III presents the views of elementary school principals on specific items which are in need of most improvement.

The perceptions of both secondary and elementary school principals are similar to a great extent as far as the main areas of school climate which are in need of most

improvement. Specifically, seven of the items

that appeared in Table II appear in Table III as well.

The parameter of organization and administration is the one that needs to be improved, as the results of the analysis indicated, since most of the items identified fall within this parameter. The elementary school principals expressed the belief that the two items (Nos 20 and 21) which refer to the usefulness of the written and verbal feedback that the teachers receive from their immediate supervisor, need to be seriously considered and improved.

Next, Table IV shows the perception of secondary school teachers for the same research question.

The secondary school teachers seem to be most disappointed with the parameter related to students. The item that examines the extent to which education helps students develop skills (e.g. self-learning, problem solving) (No. 29) according to secondary school teachers and the principals in both secondary and elementary schools needs to be improved. Also, the same group is not satisfied with the school environment (No. 30).

The views of elementary school teachers who responded to the questionnaire are shown in Table V. The following views, again, concern the questionnaire items that are in need of most improvement

As shown in Table V, the elementary school teachers and their colleagues in the secondary schools (teachers and principals) are not satisfied with the area of organization and administration and specifically with items 20 and 21. Both items examine the extent to which the teachers perceived the written and the verbal feedback received from their immediate supervisor useful to their work. Further analysis of the data indicated that there are two items that need to be improved which belong to the

parameter students, (Nos 30 and 29), three that belong to the parameter collaboration (Nos 14, 15, 16) and one to communication (No. 7).

In conclusion, the major findings concerning the four parameters and the individual items of the questionnaire are summarized in Table VI according to the views of the four groups of participants.

First, there is big similarity among the four groups of participants (teachers and principals) concerning the questionnaire items that are in need of improvement. Specifically, four items appeared in all four groups. These items are: ``To what extent are the expected standards for classroom instruction as well as the standards for the school accepted by everybody involved in the

Table I

Response rate (n = 765)

Sent out Response rate Number Number Percent

Elementary school teachers and principals 754 300 40 Secondary school teachers and principals 780 465 60

Total 1,534 765 100

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Table II

Ten items which are in need of most improvement based on the views of secondary school principals

Items Mean

Standard

deviation Difference

20 To what extent is the written feedback you receive from your

evaluator (inspector) useful for your work? 1.87 0.69 1.03 29 To what extent does the education offered help students develop

skills (i.e. self-learning, problem solving)? 1.98 0.64 1.02 21 To what extent is the verbal feedback you receive from your

evaluator (inspector) useful for your work? 2.00 0.73 0.93 7 To what extent are the expected standards for classroom

instruction as well as the standards for the school in general,

accepted by everybody involved in the school (i.e. parents)? 2.05 0.53 0.85 15 To what extent do you have opportunities to present new ideas

that can be used by other colleagues? 2.07 0.60 0.85 30 To what extent is the school environment pleasant for students? 2.16 0.64 0.82 26 To what extent do you feel the quality of education offered to

students is good? 2.14 0.52 0.81

28 To what extent do you feel that the education offered helps the

career development of the students? 2.18 0.54 0.80 10 To what extent do you feel that you have opportunities to work

collaboratively with other colleagues? 2.19 0.55 0.78 12 To what extent are you satisfied with the spirit of collaboration

among different grade level teachers? 2.19 0.55 0.76

Note:The number of each item corresponds to the number in the questionnaire. Also the questionnaire items appear in rank order beginning with the one that is in the greatest need of improvement

Table III

Ten questions which are in need of most improvement based on the views of elementary school principals

Items Mean

Standard

evaluator (inspector) useful for your work? 1.96 0.70 0.84 29 To what extent does the education offered help students develop

skills (i.e. self-learning, problem solving)? 2.17 0.57 0.80 21 To what extent is the verbal feedback you receive from your

evaluator (inspector) useful for your work? 2.14 0.62 0.78 19 To what extent is the written feedback you receive from your

immediate supervisor useful for your work? 2.10 0.64 0.70 16 To what extent do you feel that your work is recognized and

appreciated? 2.30 0.72 0.70

26 To what extent do you feel the quality of education offered to

28 To what extent do you feel that the education offered helps the

career development of the students? 2.22 0.54 0.67 6 To what extent are the expected standards for the classroom

instruction as well as the standards for the school in general

clearly defined by your immediate supervisor? 2.26 0.69 0.66 15 To what extent do you have opportunities to present new ideas

that can be used by other colleagues? 2.29 0.70 0.65 7 To what extent are the expected standards for classroom

accepted by everybody involved in the school (i.e. parents)? 2.25 0.56 0.64

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Table IV

Ten questions which are most in need of improvement based on the views of secondary school teachers

Items Mean

Standard

29 To what extent does the education offered help students develop

skills (i.e. self-learning, problem solving)? 2.08 0.63 0.83 30 To what extent is the school environment pleasant for students? 2.09 0.68 0.83 7 To what extent are the expected standards for the classroom

accepted by everybody involved in the school (i.e. parents)? 2.08 0.60 0.73 20 To what extent is the written feedback you receive from your

evaluator (inspector) useful for your work? 2.08 0.69 0.71 15 To what extent do you have opportunities to present new ideas

that can be used by other colleagues? 2.13 0.66 0.70 28 To what extent do you feel that the education offered helps the

career development of the students? 2.20 0.62 0.70 26 To what extent do you feel the quality of education offered to

14 To what extent are decisions made collaboratively for problem

solving among different grade teachers? 2.17 0.65 0.67 16 To what extent do you feel that your work is recognized and

24 To what extent do you feel that decisions are made at the

appropriate level of the educational system? 2.15 0.63 0.65

Table V

Ten questions which are most in need of improvement based on the views of elementary school teachers

Items Mean

Standard

evaluator (inspector) useful for your work? 1.94 0.75 0.84 21 To what extent is the verbal feedback you receive from your

evaluator (inspector) useful for your work? 2.13 0.76 0.71 30 To what extent is the school environment pleasant for students 2.33 0.67 0.63 29 To what extent does the education offered help students to

develop skills (i.e. self-learning, problem solving)? 2.30 0.62 0.62 16 To what extent do you feel that your work is recognized and

24 To what extent do you feel that decisions are made at the

appropriate level of the educational system? 2.12 0.70 0.60 7 To what extent are the expected standards for the classroom

accepted by everybody involved in the school (i.e. parents)? 2.24 0.62 0.60 19 To what extent is the written feedback you receive from your

immediate supervisor useful for your work? 2.12 0.71 0.60 14 To what extent are decisions made collaboratively for problem

solving among different grade level teachers? 2.22 0.69 0.59 15 To what extent do you have the opportunities to present new ideas

that can be used by other colleagues? 2.28 0.62 0.58

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school?'' (No. 7); ``To what extent do you have opportunities to present new ideas that can be used by other colleagues?'' (No. 15); ``To what extent is the written feedback you receive from your evaluator (inspector) useful for your work?'' (No. 20); ``To what extent does the education offered helps students to develop skills (i.e. self-learning, problem solving)?'' (No. 29).

Second, elementary and secondary school teachers would like the expected standards for their classrooms as well as for the school in general to be more accepted from

everybody involved in the school (i.e. parents). This is related to the parameter of communication and to item No. 7 which was indicated by all four groups of participants in this study as needing great improvement.

Third, teachers (elementary and secondary) are quite disappointed with regards to items 15 and 16 that are included in the parameter collaboration. They feel that in their schools the opportunities to present new ideas which can be used by other colleagues are very limited. Also, they seemed to be concerned with the fact that their work is not recognized and appreciated by everybody involved in the school.

Fourth, teachers (elementary and

secondary ) are quite disappointed with the area of organization and administration. They indicated their concerns on all organizational and management issues but they feel that especially the teachers' supervision and evaluation procedures are very problematic. As shown in Table VI, all four groups of participants in this study expressed the belief that items 20 and 21

(which refer to the verbal and written feedback that the teachers receive from their inspectors) need to be improved.

Finally, in the parameter students, all participants from elementary as well as secondary education indicated that the quality of education offered is not so good and does not help students to develop skills (i.e. self-learning, problem solving, etc.). Items 26 and 29 are related to those two issues and were pointed out by all participants as needing improvement.

Another research question in this study explored whether there are any differences or/and similarities between secondary and elementary school teachers and principals with regard to their views about the school's climate. The main findings of the analysis of the data are shown in Table VII which presents the statistically significant differences (p= 0.5) between secondary and elementary teachers and principals.

There were statistically significant differences between secondary and

elementary education in three parameters of the questionnaire (communication,

organization and administration, and students). Those differences can be summarized as follows:

. The elementary school teachers believed that the expected standards for classroom instruction as well as the standards for the school in general are accepted by everybody involved in the school (No. 7) to a greater extent than is believed by their counterparts in secondary education. . The secondary school principals and

teachers believed that written communication with their immediate supervisor (No. 9) is better compared with their colleagues in elementary education. . Also, the elementary school teachers feel

that they have more freedom to plan and set their own work schedule and take initiatives within their school

environment than their secondary school counterparts (Nos 22 and 23). However, they are not satisfied with the written feedback received from their inspectors (No. 20).

. Finally, the elementary school teachers feel more positive with regard to the quality of education offered to students (No. 26) when compared with secondary school teachers.

Furthermore, this study included an investigation of a research question that focused on differences in the views expressed about the school climate based on the gender of the respondents and their teaching experience. In Table VIII, based on gender,

Table VI

Summary of major findings (item numbers)

(Item numbers) Parameter SP EP ST SP

Communication

Key: SP = Secondary school principals; EP = Elementary school principals; ST = Secondary school teachers; ET = Elementary school teachers Georgia Pashiardis

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principals and teachers from secondary and elementary education expressed statistically significant different views in 12 items of the questionnaire.

There were statistically significant differences in all four areas of the questionnaire (communication, collaboration, organization and

administration, students). Two items belong to the parameter communication (Nos 6 and 7), three to the parameter collaboration (Nos 11, 12 and 16), four to organization and administration (Nos 17, 24, 20 and 21) and three to the parameter students (Nos 25, 26 and 27). The general comment that one could conclude based on the analysis with regard to gender is that women seemed to feel more satisfied about their particular school's climate than men.

Moreover, more experienced teachers had slightly different views when compared with less experienced teachers in five items of the questionnaire (see Table IX).

Based on the analysis, there were statistically significant differences in two parameters of the questionnaire

(organization and administration and students). Two items belong to the parameter organization and administration (Nos 21 and 22) and three to the parameter students (Nos 27, 28 and 29). In the items that belong to the parameter students, the more experienced teachers are more satisfied when compared with the less experienced teachers.

Discussion and conclusions

Both elementary and secondary school principals and teachers indicated that the climate in their particular school is

satisfactory, with an overall mean of 2.33 on a three-point Likert-type scale. Specifically, the lowest mean was given to the parameter organization and administration (2.26), the second lowest to the parameter students (2.29) and the third lowest to the parameter collaboration (2.31). Therefore, one could conclude that the above areas are in most need of improvement and change with regard to school climate in the public schools of Cyprus.

In the parameter of communication, teachers from secondary as well as elementary education would like the

expectations of their immediate supervisor to be clearly defined concerning the expected standards especially when initiatives are introduced. Most certainly, this parameter can be improved in the long term if the short-term goals are stated clearly and

communicated to everybody involved in their implementation. That will contribute to the establishment of effective

communication among teachers and their immediate supervisors as well as to the acceptance of any planned initiatives.

The spirit of collaboration among colleagues (same grade level and different grade level) as well as the opportunities that the teachers have to present and share new

Table VII

Statistically significant differences between secondary education and elementary education about the school climate in public schools in Cyprus

Items Mean t-test p-value

7 To what extent are the expected standards for classroom instruction as well as the standards for the school in general accepted by everybody involved in the school (i.e. parents)?

Elementary 2.18

Secondary 2.06 2.24 0.025 9 To what extent is the written communication from your

immediate supervisor good?

Elementary 2.07

Secondary 2.25 ±2.34 0.020 19 To what extent is the written feedback you receive from your

immediate supervisor useful for your work?

Elementary 1.63

Secondary 2.07 ±5.43 0.0001 20 To what extent is the written feedback you receive from your

evaluator (inspector) useful for your work?

Elementary 1.33

Secondary 1.63 ±3.53 0.0001 22 To what extent are there opportunities for undertaking

initiatives and responsibilities in the school?

Elementary 2.47

Secondary 2.36 2.16 0.031 23 To what extent do you set your own work schedule for your

classroom?

Elementary 2.50

Secondary 2.36 2.40 0.017 26 To what extent do you feel the quality of education offered to

students is good?

Elementary 2.36

Secondary 2.21 3.06 0.002 28 To what extent do you feel that the education offered helps the

career development of the students?

Elementary 2.27

Secondary 2.18 1.98 0.050 29 To what extent does the education offered help students to

develop skills (i.e. self-learning, problem solving)?

elementary 2.25

Secondary 2.02 ±4.35 0.0001 30 To what extent is the school environment pleasant for

students?

Elementary 2.30

Secondary 2.05 4.42 0.0001 Georgia Pashiardis

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teaching ideas (techniques, materials, etc.) are two issues that teachers at both levels are quite concerned with in the area of

collaboration. Based on the results, one could comment that teachers have few

opportunities to introduce and share their ideas with their colleagues, probably because the school atmosphere is very competitive and there are no incentives to stimulate

teachers to do so. The lack of any incentives, either financial or career development, does not encourage the teachers to become creative and enthusiastic about their job, which in many instances is not recognized and appreciated by other school participants and parents. Therefore, the educational system should provide the necessary

incentives to teachers and show appreciation

Table IX

Statistically significant differences between more experienced teachers and less experienced teachers concerning school climate in public schools in Cyprus

21 To what extent is the verbal feedback you receive from your evaluator (inspector) useful for your work?

Experience < 14 years.2.13

Experience > 14 years.1.91 3.35 0.001 22 To what extent are there opportunities for

undertaking initiatives and responsibilities in the school?

Experience > 14 years.2.48 ±2.61 0.009 27 To what extent do you feel that the teachers

try to perform to the maximum extent possible?

Experience > 14 years.2.51 3.33 0.001 28 To what extent do you feel that the education

offered helps the career development of the students?

Experience > 14 years.2.15 2.53 0.012 29 To what extent does the education offered help

students develop skills (i.e. self-learning, problems solving)?

Experience > 14 years2.06 2.14 0.33 Table VIII

Statistically significant differences concerning school climate in public schools in Cyprus based on gender

6 To what extent are the expected standards for classroom instruction as well as the standards for the school in general, clearly defined by your immediate supervisor?

Male 2.24

Female 2.40 ±2.89 0.004 7 To what extent are the expected standards for classroom

instruction as well as the standards for the school in general accepted by everybody involved in the school (i.e. parents)?

Male 2.03

Female 2.14 ±2.14 0.033 11 To what extent are you satisfied with the spirit of collaboration

among same grade level teachers?

Male 2.25

Female 2.44 ±3.38 0.0001 12 To what extent are you satisfied with the spirit of collaboration

among different grade level teachers?

Male 2.12

Female 2.29 ±2.98 0.003 16 To what extent do you feel that your work is recognized and

appreciated?

Male 2.09

Female 2.28 ±3.13 0.002 17 To what extent do you feel that school's rules and policies

guide your work?

Male 2.21

Female 2.38 ±3.37 0.001 20 To what extent is the written feedback you receive from your

Male 1.38

Female 1.62 ±3.01 0.003 21 To what extent is the verbal feedback you receive from your

Male 1.89

Female 2.09 ±2.94 0.003 24 To what extent do you feel that decisions are made at the

appropriate level of the educational system?

Male 2.00

Female 2.12 ±2.04 0.042 25 To what extent do you feel that the actions taken at school are

student-centered?

Male 2.23

Female 2.35 ±2.24 0.026 26 To what extent do you feel the quality of education offered to

students is good?

Male 2.13

Female 2.35 ±4.66 0.0001 27 To what extent do you feel that the teachers try to perform to

the maximum extent possible?

Male 2.44

Female 2.68 ±5.29 0.0001 Georgia Pashiardis

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and respect for their work if the educational goals are to be reached to the maximum extent possible in a collaborative atmosphere.

Another result in this study indicates that the teachers are not pleased with the teachers' supervision system which is currently utilized. Based on other studies (Pashiardis, 1996) that took place in Cyprus, the teachers' evaluation procedures followed by inspectors are not effective. Inspectors in the Cyprus educational system inspect teachers formally during the two-year probation period and then again after the 12th year of service when teachers become eligible for promotion. Furthermore, the inspectors are not required to report their comments to teachers, and thus teachers receive no written feedback at all. Therefore, the areas of organization and administration, and especially the aspect of inspection, are in dire need of improvement and changes in the existing procedures should be introduced.

Finally, the teachers in this study mentioned that the schools' facilities do not support the educational aims of the

educational system. Their main consideration is that the physical condition of the school itself and its environment (heating, ventilation, acoustics, educational spaces, etc.) do not create a pleasant atmosphere for students or teachers. Therefore, it is

important (and urgent) that the physical environment be assessed and, consequently, the existing facilities be improved and replaced so that the schools become attractive and better equipped. Moreover, in the area of students, the goals of the educational program should be reviewed so that the emphasis on the quality of education offered to students can be reinforced. Specifically, the curriculum is very content-oriented and does not assist students to develop their creativity and independence in their learning. Therefore, developing learning strategies should become a major goal in the curriculum considering that the education offered to students should help their career development, especially nowadays as people are often required to change their careers and occupation three or four times in their career history.

In conclusion, similar studies concerning school climate and examining other parameters or factors that contribute to the development of a positive school climate can be explored in the future so that the picture becomes more complete. Undoubtedly, school climate is a major correlate of effective schools and contributes significantly to learning and to the joy of learning.

Note

1 In Cyprus, education is provided through pre-primary and pre-primary schools, secondary general schools and secondary technical vocational schools, special schools, Cyprus University and other higher-level institutions.

Primary education has always been free and compulsory since 1962. Children begin their primary education at the age of five years and eight months and leave when they have completed the prescribed six-year course. During the shool year 1995-1996 there were 359 public primary schools in Nicosia, Limassol, Larnaca, Paphos and Famagusta with 62,926 students and 3,206 teachers.

Secondary education is pursued mainly at public schools but there are also a few private ones. Entrance is open to all primary school leavers without any examinations. Free education was first introduced in 1972-1973 for grade I and by 1985-1986 it was extended to all grades.

In secondary education there are basically two types of seconday schools:

1) Secondary general: public schools in this category are the gymnasia and lyceums where schooling consists of two stages. Stage I (gymnasia) comprises the first three grades and the emphasis is on general subjects and the humanities. Stage II (lyceums) comprises the last three grades and specialization begins in grade IV. During the school year 1995-1996 there were 86 secondary schools with 49,174 students and 3,754 teachers. 2) Technical and vocational: schools in this

category aim at providing local industry with technicians and craftspeople. These schools accept pupils at the second stage only, beginning in the fourth years. Each school has two departments, the technical and vocational. The technical lays emphasis on theory and practice in science and technical knowledge and skills. During the school year 1995-1996, 4,410 students were enrolled with 574 teachers serving in this specialization.

References

Borich, G. (1999),Effective Teaching Methods, 4th ed., Merrill Publishing Company, Columbus, OH.

Brookover, W.B. and Lezotte, L.W. (1979),Changes in School Characteristics Coincident with Changes in Student Achievement, Occasional Paper No 17, Institute for Research on Teaching, Michigan State University, East Lansing, MI.

Campo, C. (1993), ``Collaborative school cultures: how principals make a difference'',School Organization, Vol. 13 No. 2, pp. 119-25. Edmonds, R. (1979), ``Effective schools for the

urban poor'',Educational Leadership, Vol. 37 No. 1, pp. 15-24.

Georgia Pashiardis

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Edmonds, R. and Fredericksen, N. (1978),Search for Effective Schools: The Identification and Analysis of City Schools that Are

Instructionally Effective for Poor Children, Center for Urban Studies, Harvard University, Cambridge.

Fuller, B. (1987), ``School effects in the Third World'',Review of Educational Research, Vol. 57 No. 3, pp. 255-92.

Hoy, W.K. and Miskel, C.G. (1996),Educational Administration: Theory, Research, and Practice, McGraw-Hill, New York, NY. Jorde-Bloom, P. (1988), ``Closing the gap: an

analysis of teacher and administrator perceptions of organizational climate in the early childhood setting'',Teaching and Teacher Education, Vol. 4 No. 2, pp. 111-20. Kimbrough, R. and Burkett, C. (1990),The

Principalship: Concepts and Practices, Prentice-Hall, NJ.

Levine, D. and Lezotte, L. (1990),Unusually Effective Schools: A Review and Analysis of Research and Practice, NCESRD Publications, Madison.

Lezotte, L.W. (1991),Creating the Total Quality Effective School, Effective Schools Products Ltd, Okemos, MI.

Lezotte, L.W. (1992),Effective Schools Practices That Work, Effective Schools Products Ltd, Okemos, MI.

Lezotte, L.W. and Jacoby, B.C. (1990),A Guide to the School Improvement Process Based on Effective Schools Research, Effective Schools Products Ltd, Okemos, MI.

Mortimore, P., Sammons, P., Ecob, R. and Stoll, L. (1988),School Matters: The Junior Years, Open Books, Salisbury.

Norton, M.S. (1984), ``What's so important about school climate?'',Contemporary Education, Vol. 56 No. 1, pp. 43-5.

Pashiardis, P. (1996),The Evaluation of Teachers' Work: Views and Attitudes of Educationists in Cyprus, Gregory Publications, Athens. Pashiardis, P. and Pashiardis, G. (1993),The

Effective School and the Effective Teacher(in

Greek), Art of Text Publications, Thessaloniki.

Purkey, S.C. and Smith, M.S. (1983), ``Effective schools: a review'',The Elementary School Journal, Vol. 83 No. 4, pp. 427-52.

Reynolds, D. and Cuttance, P. (1992),School Effectiveness: Research, Policy and Practice, Cassell, London.

Roueche J.E. and Baker, G.A. (1986),Profiling Excellence in America's Schools, The American Association of School Administrators, Virginia.

Rutter, M., Maughan, B., Mortimore, P. and Ouston, J. (1979),Fifteen Thousand Hours: Secondary Schools and their Effects on Children, Open Books, London. Sergiovanni, T. (1984), ``Leadership and

excellence in schooling'',Educational Leadership, Vol. 41 No. 5, pp. 6-13.

Sergiovanni, T. (1990),Value-added Leadership: How to Get Extraordinary Performance in Schools, Harcourt Brace Jovanovich, FL. Wynne, E.A. (1981), ``Looking at good schools'',

Phi Delta Kappan, Vol. 62, pp. 377-81.

Appendix. School climate questionnaire

Georgia Pashiardis

Please, for each item circle the number thatbestpresents your beliefs concerning the school climate of your school as you perceive it now (is) and as you would like it to be ideally (should be). Please use the following scale:

0 = not applicable; 1 = not at all satisfied; 2 = satisfied to a small extent; 3 = satisfied to a great extent

Communication

1. To what extent do you feel satisfied with the information you are given by your immediate supervisor?

is should be

0 1 2 3 0 1 2 3

2. To what extent do you feel that the information you are given by your immediate supervisor is related to and is useful for the smooth operation of the school?

is should be

0 1 2 3 0 1 2 3

3. To what extent is everybody who is involved in the school kept informed by their immediate supervisor?

is should be

0 1 2 3 0 1 2 3

4. To what extent are the immediate supervisor's expectations about the school's desired standards known to the staff?

is should be

0 1 2 3 0 1 2 3

5. To what extent are the immediate supervisor's expectations about the school's desired standards clear to the staff?

is should be

0 1 2 3 0 1 2 3

6. To what extent are the expected standards for classroom instruction, as well as the standards for the school in general, clearly defined by your immediate supervisor?

is should be

0 1 2 3 0 1 2 3

7. To what extent are the expected standards for classroom instruction as well as the standards for the school in general accepted by everybody involved in the school (i.e. parents)?

is should be

0 1 2 3 0 1 2 3

8. To what extent is the verbal communication with your immediate supervisor good?

is should be

0 1 2 3 0 1 2 3

9. To what extent is the written communication with your immediate supervisor good?

is should be

0 1 2 3 0 1 2 3

Collaboration

10. To what extent do you feel that you have opportunities to work collaboratively with other colleagues?

is should be

0 1 2 3 0 1 2 3

11. To what extent are you satisfied with the spirit of collaboration among same grade-level teachers?

is should be

0 1 2 3 0 1 2 3

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12. To what extent are you satisfied with the spirit of collaboration among different grade-level teachers?

is should be

0 1 2 3 0 1 2 3

13. To what extent are decisions made collaboratively for problem-solving situations?

is should be

0 1 2 3 0 1 2 3

14. To what extent are decisions made collaboratively for problem solving among different grade-level teachers?

is should be

0 1 2 3 0 1 2 3

15. To what extent do you have opportunities to present new ideas that can be used by other colleagues?

is should be

0 1 2 3 0 1 2 3

16. To what extent do you feel that your work is recognized and appreciated?

is should be

0 1 2 3 0 1 2 3

Organization and administration

17. To what extent do you feel that school's rules and policies guide your work?

is should be

0 1 2 3 0 1 2 3

18. To what extent is the verbal feedback you receive from your immediate supervisor useful for your work?

is should be

0 1 2 3 0 1 2 3

19. To what extent is the written feedback you receive from your immediate supervisor useful for your work?

is should be

0 1 2 3 0 1 2 3

20. To what extent is the written feedback you receive from your evaluator (inspector) useful for your work?

is should be

0 1 2 3 0 1 2 3

21. To what extent is the verbal feedback you receive from your evaluator (inspector) useful for your work?

is should be

0 1 2 3 0 1 2 3

22. To what extent are there opportunities for undertaking initiatives and responsibilities in the school?

is should be

0 1 2 3 0 1 2 3

23. To what extent do you set your own work schedule for your classroom?

is should be

0 1 2 3 0 1 2 3

24. To what extent do you feel that decisions are made at the appropriate level of the educational system?

is should be

0 1 2 3 0 1 2 3

Georgia Pashiardis

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Students

25. To what extent do you feel that the actions taken at school are student-centred?

is should be

0 1 2 3 0 1 2 3

26. To what extent do you feel the quality of education offered to students is good?

is should be

0 1 2 3 0 1 2 3

27. To what extent do you feel that the teachers try to perform to the maximum extent possible?

is should be

0 1 2 3 0 1 2 3

28. To what extent do you feel that the education offered helps the career development of the students?

is should be

0 1 2 3 0 1 2 3

29. To what extent does the education offered help students develop skills (i.e. self-learning, problem solving)?

is should be

0 1 2 3 0 1 2 3

30. To what extent is the school environment pleasant for students?

is should be

0 1 2 3 0 1 2 3

Demographic information: Please complete.

31. Gender 32. Age

_____1. Male ______1. 29 or less

_____2. Female ______2. 30-39

______3. 40-49

______4. 50-59

______5. 60 or more

33. Years of service in this school? 34. Total years of experience?

_____1. 0-4 years _____1. 0-4 years

_____2. 5-9 years _____2. 5-9 years

_____3. 10-14 years _____3. 10-14 years

_____4. 15-19 years _____4. 15-19 years

_____5. 20 or more _____5. 20 or more

35. Position in the school? (Please completeonlyone).

_____1. Teacher (elementary education)

_____2. Teacher (secondary education)

_____3. Administrator (assistant principal, principal, elementary education)

_____4. Administrator (assistant principal, principal, secondary education)

Please write whatever you feel is important about the school climate of your school.

_________________________________________________________________________________________

Thank you for your cooperation.

Georgia Pashiardis

Directory UMM :Data Elmu:jurnal:I:International Journal of Educational Management:Vol14.Issue6.2000:

School climate in elementary and secondary schools:

views of Cypriot principals and teachers

Georgia Pashiardis

The Pedagogical Institute of Cyprus, Nicosia, Cyprus

Introduction

School climate ± review of the

literature

Questionnaire, sample, procedures

Results

Discussion and conclusions

Note

References

Further reading

Appendix. School climate questionnaire