Predictors of School Effectiveness: School Culture and Climate of Sekolah Kebangsaan Malaysia (original) (raw)
Related papers
Influence of School Culture and Climate in Tamil Schools, Malaysia
International Journal of Academic Research in Business and Social Sciences, 2020
School culture and climate are two uncertain aspects of the management and administration of schools in a VUCA world. This study was conducted to examine the influence of factors in the school culture and climate for the school effectiveness of Sekolah Jenis Kebangsaan Tamil (SJKT) in Malaysia. This research involved a total of 312 teachers from 82 SJKT schools in Peninsular Malaysia. Data were collected by strata using the School Culture Survey, School Climate Instrument and School Effectiveness Instrument. The results of the stepwise multiple regression analysis show that the School Culture Regression Model P5 (unity of purpose, collaborative leadership, learning partnership, professional development, and teacher's collaboration) contributed for 65.0% (R 2 =.644) changes in variance in school effectiveness [F(5,306)=113.609, p<0.5]. The school climate regression model P4 (leadership, environment, instruction, and collaborations) contributed 67.8% (R 2 =.673) of the variance in school effectiveness [F(4,307)=161.265, p<0.5]. The combination of school culture (β=.542, p<0.5) and school climate (β=.317, p<0.5) significantly contributed 66.8% (R 2 =.666) of the variance change [F(2,309)=310.731, p<0.5]. The results of the stepwise multiple regression analysis showed that school Culture influence (β=.542, p<.05) higher than school climate (β=.317, p<.05). This model contributes to predicting the impact of school culture and climate on school effectiveness.
2021
This study aims to compare the effect of school culture on school effectiveness and performance according to the opinions of teachers and administrators. The study sample consists of 3468 teachers and 425 administrators in Istanbul in the 2020-2021 academic year, determined by the convenience sampling method. A correlational survey model was used as the research model. The data were collected with the help of the "School Culture Scale," "School Effectiveness Index," and "Performance Scale." The data were analyzed by correlation and regression analysis. While the task culture and support culture positively affected the teachers' performance, respectively, bureaucratic culture and success culture do not affect teachers' performance. The support culture, task culture, and success culture affect the school effectiveness the most, respectively. In addition, teachers' performance affects school effectiveness positively. While the support culture and task culture positively affect the performances of the managers, success culture and bureaucratic culture do not affect the performances of the administrators. Most do not, while the support culture and bureaucratic culture affect school effectiveness, success, and task culture. In addition, the performance of administrators has a positive effect on school effectiveness.
School Culture and School Effectiveness: Secondary Schools in Pakistan
Malaysian Online Journal of Educational Management, 2016
The government schools in Pakistan are showing low performance for different reasons such as low level of leadership, untrained teachers, minimum community involvement, 2% education budget, and nonavailability of resources. This study clarifies the way through selfdevelopment of schools to get effectiveness in such circumstances of schools in Mardan district of Pakistan. The study tries to prove that the school culture development by the instructional leaders can help them to achieve their goals. The main aim of this study is to find out that the development of school culture needs no extra budget, but has a great role in motivation. The research design was non-experimental design with survey study. Different statistical methods such as descriptive statistics and Spearman rho were used to analyze the data using SPSS-22 and AMOS-22. It was found that the present level of school culture in the stated schools is low and there is a significant relationship between school culture and school effectiveness. It was concluded that high level of school culture will help achieve high the level of school effectiveness.
The study explored the school climate, teachers’ efficiency and pupils’ learning outcomes in Koronadal City, Philippines. It also tested the theory that these variables are associated to each other. In this study, school climate was uniquely coined to refer to the social, physical, academic, and leadership environments felt or experienced by the teachers and pupils. In contrast, the efficiency of the teachers was assessed in terms of their leadership, classroom management and curriculum delivery, while pupils’ learning outcome was quantified out of their grades across the five (5) core subject areas. Results showed that pupils and teachers alike have comparable judgments of “extremely favorable” on school climate. Teachers’ efficiency was viewed as excellent. Conversely, the pupils’ learning outcome was merely “marginally good.” In particular, pupils showed off in MAKABAYAN but fared relatively low in English. No significant relationship was identified between school climate, teachers’ efficiency, and pupils’ learning outcome.
Impact of School Culture on School Effectiveness in Government Schools in Maldives
Participatory Educational Research, 2022
School culture is considered to be a system of meanings that influence every aspect of the school including school effectiveness. The aim of this study is to examine the impact of school culture on school effectiveness in government schools in Maldives. A quantitative approach using a survey design was adopted for the study. In order to achieve the research objective, a sample of 359 teachers was selected from government schools in the capital city, Malé through stratified random sampling. In the study, data were collected with scales related to two different variables, school culture and school effectiveness. Descriptive and inferential statistics were used to analyse the data using SPSS-25 and AMOS-25. The study revealed that the level of school culture and school effectiveness were high in Maldivian schools. According to the results, school culture had a significant influence on school effectiveness. The findings suggest that a positive and collaborative school culture enhances school effectiveness. In addition, it reflects the importance of creating a positive and collaborative school culture that empowers all school members to work towards common goals, which improves the effectiveness of the school. The findings confirm the current proposition that a positive school culture is instrumental in achieving school effectiveness, adding clarity to the understanding of school culture as a critical component of an effective school.
Journal of Education and Humanities: Theory and Practice, 2021
This study aims to compare the effect of school culture on school effectiveness and performance according to the opinions of teachers and administrators. The study sample consists of 3468 teachers and 425 administrators in Istanbul in the 2020-2021 academic year, determined by the convenience sampling method. A correlational survey model was used as the research model. The data were collected with the help of the "School Culture Scale," "School Effectiveness Index," and "Performance Scale." The data were analyzed by correlation and regression analysis. While the task culture and support culture positively affected the teachers' performance, respectively, bureaucratic culture and success culture do not affect teachers' performance. The support culture, task culture, and success culture affect the school effectiveness the most, respectively. In addition, teachers' performance affects school effectiveness positively. While the support culture and task culture positively affect the performances of the managers, success culture and bureaucratic culture do not affect the performances of the administrators. Most do not, while the support culture and bureaucratic culture affect school effectiveness, success, and task culture. In addition, the performance of administrators has a positive effect on school effectiveness.
The aim of this study is to identify the relationship between school climate and teachers’ commitment. This study focused on five excellent schools in the district of Kubang Pasu, Kedah. The total number of teachers in the five schools was 280 but only 178 teachers were randomly selected to be the respondents. The respondents were asked to complete two sets of questionnaires that are Organizational Climate Index (OCI) from Hoy et al. (2002) to examine school climate while Teachers Organizational Commitment from Celep (2000) to test teachers commitment. Researchers used SPSS version 20.0 to analyze the collected data. Descriptive statistic was used to get the frequency, percentage, mean and standard deviation. Researchers found that the Alpha Cronbach for validity is 0.92. To test school climate with teachers’ commitment, descriptive and inferential statistics were used. Data collected was found abnormal (K-S test) so, Spearman Correlation test p < 0.05 was used. Result showed that school climate has relationship with teachers’ commitment. Dimensions such as collaborative leadership, teachers’ professional behavior; and working pressure have positive significant relationship with teachers’ commitment whereas institutional transparency dimension has no relationship with teachers’ commitment. Teachers’ professional behavior was deemed as the determinant for teachers’ commitment. In conclusion, the result findings of this study can contribute to all types of schools and school administrators. This is because by understanding school climate influence, school administrators and teachers will be able to work towards materializing education excellence at present and for the future. Keywords: school climate, teachers’ commitment, excellent school, Sekolah Kebangsaan (primary schools).
2017
The need for Malaysian student to register a high rating in the international assessment standards have created pressure on the nation and therefore demand schools and their principals to improve their schools’ outcomes. Many researchers have identified demographic, socio-economic status, family and school factors as variables contributing to school academic achievement. However, researchers also suggest that the principals who show leadership practices associated with the effective school models will have success in school academic achievement regardless of socioeconomic background. Schools can improve their learning outcomes regardless of initial achievement levels by changing key organizational aspects such as instructional leadership and teacher capacity. The purpose of this study was to examine the utility of three independent constructs which is instructional leadership, school culture, and teacher efficacy that is hypothesized to have significant effects on school academic ac...
An Organizational Factor Predicting School Effectiveness: School Climate
International Journal of Psychology and Educational Studies, 2020
The purpose of this study is to determine whether the school climate affects school effectiveness. For this purpose, quantitative research relational screening model was used in the study. The research was conducted in 2018-2019 academic year and 341 teachers participated voluntarily. In the research, The Organizational Description Climate Scale for Elementary Schools (OCDQ-RE]) developed by Hoy and Tarter (1997) and adapted to Turkish culture by Yılmaz and Altınkurt (2013) was used together with The School Effectiveness Index, which was developed by Hoy (2014) and adapted to Turkish culture by Yıldırım (2015). The data were analyzed by correlation and regression analysis. According to the findings, school climate predicts school effectiveness. The findings were discussed with the results of other researches in the literature and suggestions were made to the administrators and teachers.
The main purpose of this study was to investigate the relationship between School Climate and Teachers Effectiveness in Secondary Schools. The study employed correlation study design. Data was collected through questionnaire interview and observation checklist from the study area. Respondents were selected using systematic random sampling technique and a total of 155(N=155) teacher respondents were participated as the sources of data. Also, ten school principals and supervisors were purposively selected and participated in the study. The data collected were organized, analyzed, tabulated and interpreted using simple percentage, mean, standard deviation and Pearson correlation. Major findings of the study are: majority of respondents reported poor establishment of collaborative leadership environment in secondary schools (mean=2.87). The level of teachers engaged behavior is reported as unsatisfactory (mean=1.96, SD=1.29), a good number of teachers were not feeling comfort to the existing school physical environment (mean=2.80, SD=1.05).Teachers consider preparing lesson plan as a very important responsibility (mean=3.43, SD=1.01). But they did not refer to their lesson plans while they were teaching. Also, teachers perform multi-dimensional functions in organizing and executing Co-curricular activities (mean=4.15, SD=0.84). Teachers have good subject matter knowledge and apply this effectively in the classroom. Moreover, correlation analysis indicates a significant positive interaction between school climate and teachers effectiveness dimensions. It is recommended that regional education bureau should provide opportunities for school leaders to attend workshops or courses that can increase their leadership practices so that school excellence and the education vision can be achieved, school administration should create an environment conducive for collaborative leadership at school level. Also the schools should note that the school physical environment regarding cleanliness, order of facilities, adequate space, teaching materials and technological equipments should be improved to promote learning.