School climate in highly effective schools in the autonomous region of the Basque Country (Spain)

  1. Etxeberria, Feli 1
  2. Intxausti, Nahia 1
  3. Azpillaga, Verónica 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revue:
REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación

ISSN: 1696-4713

Année de publication: 2017

Volumen: 15

Número: 4

Pages: 5-26

Type: Article

DOI: 10.15366/REICE2017.15.4.001 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación

Objectifs de Développement Durable

Résumé

This study, part of a wider study, presents the results concerning school climate as examples of best practices in highly effective schools. Thirty-two primary and secondary schools were identified and selected using multilevel statistical modelling techniques and hierarchical linear models that identified schools with higher-than-expected student results from among all the schools in the Autonomous Region of the Basque Country. Once schools had been identified and characterised, the best practices were selected via a qualitative study involving 83 interviews with 3 groups of key informants: 25 inspectors, 26 educational advisors and 30 management teams from the 32 selected schools. Results show that school climate incorporates aspects related to academic climate, social relations and organisational structure. The development of school climate is linked to teachers’ commitment to educational work, involvement, teamwork and participatory management. The ultimate aim of this study is for the best practices identified to serve as a useful tool in the design and implementation of the improvement actions carried out in all schools in the Spanish Autonomous Region of the Basque Country. Thus, one suggestion is to broaden our understanding of climate beyond peaceful coexistence between students, and to include teamwork processes and democratic participation in the peaceful coexistence plan.

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Information sur le financement

This work was supported by the General-Directorate for Research and Management of the National R&D&I Plan, as part of the National Basic Research Project Programme within the framework of the 6th National Scientific Research, Development and Technological Innovation Plan 2008-2011 under reference [EDU2011-24366] as part of the project entitled ‘Characterisation and best practices in high added value schools’ directed by Luis Lizasoain Hernández.The project has continuity under the project entitled “Longitudinal and contextualized study of schools with very high and very low seffectiveness: School improvement programs design” directedby Luis Lizasoain Hernándezand supported by General-Directorate of Scientific and Technical Research, National Programme for fostering excellence in Scientific and Technical Research, National Sub-Programmefor Knowledge Generation,under reference [EDU2014-53511]. This work is also supported by the group of UPV/EHU (GIU15/14) entitled Gender socialization and educational contexts.

Financeurs

  • General-Directorate for Research and Management of the National R&D&I Plan
    • EDU2011-24366
    • EDU2014-53511
  • UPV Spain
    • EDU2014-53511

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