School Climate: Conceptualization and Variables
This review aims to analyze the different conceptualizations of school climate and the variables related to the subject. The analysis is carried out based on the identification of 31 original articles, published in the databases Education Source, ScienceDirect, Scopus, Academic Search Premier and Ta...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2022
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| Online Access: | https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/13933 |
| _version_ | 1801706742046785536 |
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| author | Pérez-Guevara, Dayra-Julieth Puentes-Suaréz, Alexandra-Inés |
| author_facet | Pérez-Guevara, Dayra-Julieth Puentes-Suaréz, Alexandra-Inés |
| author_sort | Pérez-Guevara, Dayra-Julieth |
| collection | OJS |
| description | This review aims to analyze the different conceptualizations of school climate and the variables related to the subject. The analysis is carried out based on the identification of 31 original articles, published in the databases Education Source, ScienceDirect, Scopus, Academic Search Premier and Taylor and Francis, in the period 2010 – 2020. Each text was read and analyzed by two reviewers, who recorded the information in a matrix built with content indicators. The results confirm that the school climate is conceptualized from the attributes of the organizational culture (norms, shared beliefs, values, and collective attitudes, teaching and learning practices). And it is analyzed from the group of perceptions of the educational actors (students, teachers, directors and parents) towards the characteristics of the academic, administrative and social environment structure, which in turn influence the behavior of the actors, the commitment to the teaching-learning processes and the way school life is experienced, and that favors or hinders academic, social and emotional development. In relation to the variables, it is highlighted that the positive perception of the students about the school climate is related to academic performance, emotional competencies, and school coexistence. In addition, in teachers with job satisfaction while the unfavorable perception of the school climate is associated with violence and school discrimination. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-13933 |
| institution | Revista Pensamiento y Acción |
| language | spa |
| publishDate | 2022 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-139332022-04-17T17:28:12Z School Climate: Conceptualization and Variables Clima Escolar: Conceptualización y variables Pérez-Guevara, Dayra-Julieth Puentes-Suaréz, Alexandra-Inés clima escolar conceptualización educación estudiante profesor conceptualization education school climate student teacher This review aims to analyze the different conceptualizations of school climate and the variables related to the subject. The analysis is carried out based on the identification of 31 original articles, published in the databases Education Source, ScienceDirect, Scopus, Academic Search Premier and Taylor and Francis, in the period 2010 – 2020. Each text was read and analyzed by two reviewers, who recorded the information in a matrix built with content indicators. The results confirm that the school climate is conceptualized from the attributes of the organizational culture (norms, shared beliefs, values, and collective attitudes, teaching and learning practices). And it is analyzed from the group of perceptions of the educational actors (students, teachers, directors and parents) towards the characteristics of the academic, administrative and social environment structure, which in turn influence the behavior of the actors, the commitment to the teaching-learning processes and the way school life is experienced, and that favors or hinders academic, social and emotional development. In relation to the variables, it is highlighted that the positive perception of the students about the school climate is related to academic performance, emotional competencies, and school coexistence. In addition, in teachers with job satisfaction while the unfavorable perception of the school climate is associated with violence and school discrimination. Esta revisión pretende analizar las diferentes conceptualizaciones de clima escolar y las variables relacionadas con el tema. El análisis se realiza a partir de la identificación de 31 artículos originales, publicados en las bases de datos Education Source, ScienceDirect, Scopus, Academic Search Premier y Taylor and Francis, en el periodo 2010 – 2020, cada uno de los textos fue leído y analizado por dos revisoras, que registraron la información en una matriz construida con indicadores de contenido. Los resultados permiten confirmar que el clima escolar, es conceptualizado desde los atributos de la cultura organizacional (normas, creencias compartidas, valores, actitudes colectivas, prácticas de enseñanza y aprendizaje), y es analizado a partir del conjunto de percepciones de los actores educativos (estudiantes, docentes, directivos y padres de familia) sobre características de la estructura académica, administrativa y del entorno social; que a su vez influyen en el comportamiento de los actores, el compromiso con los procesos de enseñanza - aprendizaje y la forma como se experimenta la vida escolar; y que favorece o dificulta el desarrollo académico, social y emocional. Con relación a las variables, se destaca que la percepción positiva de los estudiantes sobre el clima escolar está relacionada con rendimiento académico, competencias emocionales y convivencia escolar, y en docentes con satisfacción laboral; mientras que la percepción poco favorable del clima está asociada con violencia y discriminación escolar. Universidad Pedagógica y Tecnológica de Colombia 2022-02-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/13933 10.19053/01201190.n32.2022.13933 Pensamiento y Acción; No. 32 (2022): January-June 2022; 51-71 Pensamiento y Acción; Núm. 32 (2022): Enero-Junio 2022; 51-71 2619-3353 0120-1190 spa https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/13933/11448 https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/13933/11599 Derechos de autor 2022 Dayra-Julieth Pérez-Guevara, Alexandra-Inés Puentes-Suaréz http://creativecommons.org/licenses/by/4.0 |
| spellingShingle | clima escolar conceptualización educación estudiante profesor conceptualization education school climate student teacher Pérez-Guevara, Dayra-Julieth Puentes-Suaréz, Alexandra-Inés School Climate: Conceptualization and Variables |
| title | School Climate: Conceptualization and Variables |
| title_alt | Clima Escolar: Conceptualización y variables |
| title_full | School Climate: Conceptualization and Variables |
| title_fullStr | School Climate: Conceptualization and Variables |
| title_full_unstemmed | School Climate: Conceptualization and Variables |
| title_short | School Climate: Conceptualization and Variables |
| title_sort | school climate conceptualization and variables |
| topic | clima escolar conceptualización educación estudiante profesor conceptualization education school climate student teacher |
| topic_facet | clima escolar conceptualización educación estudiante profesor conceptualization education school climate student teacher |
| url | https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/13933 |
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