The Perception of School Climate by Elementary School Headmasters
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F20%3A73605676" target="_blank" >RIV/61989592:15410/20:73605676 - isvavai.cz</a>
Result on the web
<a href="https://www.researchgate.net/publication/343419154_The_Perception_of_School_Climate_by_Elementary_School_Headmasters" target="_blank" >https://www.researchgate.net/publication/343419154_The_Perception_of_School_Climate_by_Elementary_School_Headmasters</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.21125/edulearn.2020.1032" target="_blank" >10.21125/edulearn.2020.1032</a>
Alternative languages
Result language
angličtina
Original language name
The Perception of School Climate by Elementary School Headmasters
Original language description
School climate is a key factor that is reflected in all levels of school functioning as an educational institution. It determines how individual actors of education are satisfied and fulfill their roles - how the teachers teach at school, how pupils are motivated for learning, and how effective teaching is. Undoubtedly, it is also a determining factor in the perception of the school by the parents of children. Everyone is also involved in shaping the school climate, but as a key variable in setting the school's social climate level, it is primarily the school headmasters and their leadership style, managerial, professional and social competences. If the environment is set authoritatively, competitively without adequate communication, it creates a space for several conflicts, from which they can develop from psychological aggression to the signs of bullying in the workplace. We consider the occurrence of this phenomenon in the school environment to be a serious ethical problem that can fundamentally affect the functioning of the school as an educational institution. The main objective of our study was to map out how elementary school headmasters perceive their workplaces and interpersonal relationships within them. To obtain the data an one-dimensional assessment scale was used to measure the perception of the social climate among the headmasters. A Negative Acts Questionnaire (NAQ-R) was used to identify the headmasters who experienced bullying at the workplace. The research sample consisted of 377 elementary school headmasters from Czech Republic, of which 77 were men and 300 women. The results of the survey point to the fact that there is a negative correlation between the workplace bullying experience and perception of school climate among the school headmasters. Gender differences were identified as well.
Czech name
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Czech description
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Classification
Type
D - Article in proceedings
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2020
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Article name in the collection
EDULEARN20 Proceedings
ISBN
978-84-09-17979-4
ISSN
2340-1117
e-ISSN
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Number of pages
9
Pages from-to
3756-3764
Publisher name
International Association of Technology, Education and Development (IATED)
Place of publication
Madrid
Event location
Palma de Mallorka (online)
Event date
Jul 6, 2020
Type of event by nationality
WRD - Celosvětová akce
UT code for WoS article
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