Department of Social Work, California State University, Fullerton, California, USA.
Luskin School of Public Affairs, Graduate School of Education and Information Sciences, University of California, Los Angeles (UCLA), Los Angeles, California, USA.
J Community Psychol. 2022 Mar;50(2):1060-1082. doi: 10.1002/jcop.22701. Epub 2021 Sep 8.
Despite continued calls for positive school climate, school staff members are rarely included in school climate research or theories. This qualitative case study explored how socioeconomic status (SES), school districts, leadership, and school contexts combine to create school climate. Four schools were selected from a sample of positive and negative climate schools in one high and one low-SES district. Data collection involved key informant interviews and observation. District and school SES did not directly dictate the quality of climate. Organizational variables such as the principal's decisions and vision were key influences on the quality of climate for staff members. Staff members often prioritize student experiences of climate above their own experiences. School organization and the influence of the principal are critical for the quality of school climate staff members experience; these along with staff voice are critical ongoing contributions to school climate research, theory, and practice.
尽管人们一直在呼吁营造积极的学校氛围，但学校工作人员很少被纳入学校氛围的研究或理论中。本定性案例研究探讨了社会经济地位 (SES)、学区、领导力和学校背景如何共同创造学校氛围。从一个高 SES 和一个低 SES 地区的积极和消极气候学校样本中选择了四所学校。数据收集涉及关键知情者访谈和观察。地区和学校 SES 并没有直接决定气候的质量。组织变量，如校长的决策和愿景，是影响工作人员对气候质量看法的关键因素。工作人员通常优先考虑学生对气候的体验，而不是他们自己的体验。学校组织和校长的影响对于工作人员所体验到的学校氛围质量至关重要；这些以及工作人员的意见，是对学校氛围研究、理论和实践的持续重要贡献。
