Advancing a Conceptual and Empirical Model of School Climate for School Staff in California

School climate is increasingly intertwined with efforts to create safe schools and improve social-emotional learning and academic outcomes. While current definitions of school climate implicate the decisions and actions of school staff members, the majority of school climate research focuses on the...

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Bibliographic Details
Published inJournal of school violence Vol. 19; no. 2; pp. 107 - 121
Main Authors Capp, Gordon, Astor, Ron Avi, Gilreath, Tamika D
Format Journal Article
LanguageEnglish
Published London Routledge 02.04.2020
Taylor & Francis LLC
Subjects
Administrator Attitudes
Concepts
Decision Making
Educational Environment
Educational Policy
Emotional Development
Institutional Characteristics
Learning
Policy Analysis
Public Schools
Risk
School climate
school climate theory
School employees
School environment
School Personnel
School Safety
school staff
School Surveys
school violence
Social Development
social emotional learning
Teacher Attitudes
Violence
Well Being
California
United States > US
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Summary:School climate is increasingly intertwined with efforts to create safe schools and improve social-emotional learning and academic outcomes. While current definitions of school climate implicate the decisions and actions of school staff members, the majority of school climate research focuses on the perspectives of students. This study presents an adapted model of school climate that focuses on the experiences of school staff members, and is one of the first empirical studies to explore a statewide data set of responses from staff members in California public schools. Results suggest that there are meaningful differences in the experiences of school climate for different staff members and that these differences should guide the assessments of school climate and changes to policies and procedures that may influence climate.
ISSN:1538-8220
1538-8239
DOI:10.1080/15388220.2018.1532298