Factors Influencing the School Climate at Indonesia School of Kuala Lumpur (Sik), Malaysia (original) (raw)
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DIMENSIONS OF SCHOOL CLIMATE AT SEKOLAH MENENGAH KEBANGSAAN AGAMA (SMKA), MALAYSIA
The purpose of this study is to examine the relative influence of dimensions that have been identified to effect the school climate, as well as the influence of religiosity, in the context of national secondary religious schools where Islam plays a fundamental role. The study also aims to find out the significance of school climate dimensions as perceived by students and teachers at Sekolah Menengah Kebangsaan Agama (SMKA). Two sets of questionnaires, one for teachers and one for students, are specifically designed for data collection. A sample of 845 respondents, 279 teachers (75 male and 204 female) and 566 students (164 male and 402 female) is selected from the aforesaid schools. Rasch Measurement Model and Confirmatory Factor Analyses are conducted to answer the research questions. In addition, descriptive analyses and Mann-Whitney U-Test and Kruskal-Wallis H-Test are used in the analyses. The results indicate that for teachers, the most dominant dimension of school climate is the dimension of Social System, whereas the dimension of Culture is the most dominant for students. However, the religiosity dimension for teachers is in the third level of five-dimension of school climate, while for the students, it is in the last level. The results indicate that there is no significant difference between urban and rural schools according to teachers, while for the students, only the factor of Ecology showed significant difference. Finally, the results also indicate that the Milieu shows significant difference among students' view about the school climate based on their different streams of study, while the other dimensions such as Social System, Culture, Ecology and Religiosity show no significant difference. Implications and recommendations are stated for stakeholders.
The focus of this study is to estimate and develop a model and also confirms the theory of school climate in secondary schools, Nigeria through a confirmatory factor analysis approach. The model in this study was developed to explore and confirm the theory using Taguiri's taxonomy, to confirm the factor of school climate to show if these factors are through measure of school climate and related to each other. Three hundred and fifty questionnaires were returned, valid and completed out of the 500 questionnaires distributed to participants. The data were analysed based on the perception of the respondents using a confirmatory factor analysis in the structural equation modelling. The results of the findings conclude that the constructs were true and valid measures of the latent construct of school climate.
International Journal of Learning, Teaching and Educational Research
A conducive school climate is one of the conditions that students must have to display positive academic performance. However, juvenile delinquency often results in student perception of a negative school climate. The study reported in this paper investigated the effect of student perception of a negative school climate on their academic performance in Indonesia. This is ex-post facto research in which the effect of student perception and examined retrospectively to establish causes, relationships, associations, and or their meanings. Data was collected using the perception of negative school climate scale (PNSCS) and academic performance scale (APS). The population of this study was 9,687,676 high-school students in Indonesia. The study used cluster sampling in which about 1,263 students were sampled. During the sampling of the participants for this study, the division of region's namely Western Indonesia (East Java), Central Indonesia (West Nusa Tenggara), and Eastern Indonesia (North Maluku) were taken into account. Data were analyzed using simple linear regression. The results of the study showed that student perception of a negative school climate had an effect of 58.7% on their poor academic performance. The study recommended that schools in Indonesia should create a positive school climate to create optimal student development by creating a strong commitment to peaceful thinking for all school members.
Predictors of School Effectiveness: School Culture and Climate of Sekolah Kebangsaan Malaysia
International Journal of Academic Research in Business and Social Sciences, 2020
This study was conducted to examine the school culture and climate dimensions as contribution factors of school effectiveness. Stepwise multiple linear regression analysis was used to test the school effectiveness contribute factors. Three hundred fifty-three (353) teachers from 84 primary schools in Peninsular Malaysia from Sekolah Kebangsaan (SK) participated in this study. Data were collected using the School Culture Survey (Gruenert, 1998, School Climate Instrument (Ross and Lowther, 2003) and School Effectiveness Instrument (Lezotte & Snyder, 2011). The results of the stepwise multiple linear regression analysis show that the dimension of school culture collaborative leadership, unity of purpose, learning partnership and teacher's collaboration contributed for 47.0% variance changes of school effectiveness. The dimension of school climate which is leadership, instruction, expectations and environment contributed 54.8% variance changes of school effectiveness. The overall results of stepwise multiple linear regression analysis showed that the school climate influence more compare the school culture. Both combination significantly contributed 52.5% variance changes of school effectiveness. The cross-sectional method limits data collection to one point in time. This study adds to a better understanding of how the combinations of school culture and climate dimensions contribute in interrelated to improve school effectiveness among primary schools. The overall thrust of this empirical study, which is to investigate the contribution of both school culture and climates dimension as influence factor of school effectiveness. This study highlights to which extent the both constructs dimensions contribute in helping to improve school effectiveness indirectly in school management. To examine the dominant of school culture and climate as contributing factor of school effectiveness.
School Climate Inventory: Exploratory and Confirmatory Factor Analysis and Reliability-Validity
Problem Statement: A school's climate is related to the nature of its atmosphere, i.e., whether positive or negative. In other words, school climate is related to such factors as the physical condition of a school, teacher behavior, administrative approaches, class schedules, peer relations, and school rules. School climate substantially affects student adaptation. Establishing a positive school climate increases student productivity and makes students more content at school. In Turkish literature, there is no scale to measure school climate. Therefore, a comprehensive instrument that measures school climate is needed. In the first study conducted as part of this research, the factor structure of the scale was determined using exploratory and confirmatory factor analyses. In the second study, for concurrent and discriminant validity, on the Inventory of School Climate-Student were compared with conceptually-related constructs, depression, life satisfaction, and selfesteem. Research Objective: The aim of this study was to adapt the Inventory of School Climate-Student (ISC-S) to Turkish settings and conduct a study of its validity and reliability. Method: Study 1 participants consisted of 707 secondary school students, 394 female and 313 male, who were randomly selected from the 6 th , 7 th ,
International Journal of Advanced Educational Research, 3 (2), 620-628, 2018
The study was conducted on secondary school students to find out the relationship between school climate and academic achievement of secondary school students studying in government and private schools. A sample of 240 secondary school students (120 Male and 120 Female) was selected randomly from two districts (Pulwama and Kulgam) of Kashmir (J&K). For data collection, self-standardized School Climate Scale (SCS) was administered to measure the perceived school climate of secondary school students. The yard stick to measure the academic achievement has been taken from students' performance in JKBOSE Examinations. Statistical treatments such as mean, t-test and correlation approach were computed for data analysis. The results of the study highlighted a significant and positive relationship between school climate and academic achievement of secondary school students. Further, the study reflected a significant difference in the perception of school climate with respect to gender and type of school. The results also revealed a significant difference in academic achievement of male-female and government-private secondary school going students.
The aim of this study is to examine how school environment influence students' academic performance. The main objective of the study is to analyse how school facilities, teachers and environment significantly affect secondary school students' academic performance in Kuala Terengganu, Malaysia. Descriptive Survey Research design was used in which data from 377 respondents was collected using self-administered questionnaire from 4 selected secondary schools within Kuala Terengganu. Stratified random sampling technique was used to sample the respondents. The data was analysed using regression analysis. The result is explained in three forms; Demographic information, descriptive analysis and inferential analysis. The result of the study indicated that students from a school with adequate facilities, good teachers and favourable environment perform well than those from schools with fewer facilities, unqualified teachers and the less enabling environment. Finally, recommendations were given to parents, teachers, policy makers and educational administrators.
Proceedings of The 6th Asia-Pacific Education And Science Conference, AECon 2020, 19-20 December 2020, Purwokerto, Indonesia
The idea that school climate is an essential construct in supporting academic achievement can be a benchmark in assessing the performance of the world education system. However, Studies on school climate indicators are well documented in the international literature, but Indonesian research on this subject is still minimal. This article aims to analyze the literature on school climate indicators that can predict student academic achievement in junior high schools. Sources of data used are books and journals that are relevant to the research theme. The results of the study show that a positive school climate can improve student academic achievement and school climate indicators that can predict junior high school student academic achievement, namely student disruptive behavior which includes aspects of bullying, student discipline includes late students and truant students, and learning activities include student cooperation.
Perception of Secondary School Students Towards Their School Climate
Zenodo (CERN European Organization for Nuclear Research), 2022
The findings suggest that the perception of students towards other boards like ICSE, CBSE, IB is positive as compared to the perception of students towards state board. When we talk about school climate, we specifically talk about the nature, condition and character of school life. The climate of the school helps in the growth of the children. A strong infrastructure motivates both teachers and student to focus better. In 21st Century technology is given a great significance as it also plays a vital role for every individual connected to school. Various schools have a upgraded their way of working so that students feel safe at school, communicate without hesitation with peers and also maintain good student teacher relation. The school climate strongly influences the development and growth of learners. So, it is very essential for schools to provide better facilities to the students for a positive growth. The present education is student centred that gives the student a freedom to hold their interests and real life experiences. More than any other factors school efficiency is determined by the school climate and school culture.
School Climate: Its Impact on Students' Behavior and Academic Performance
Psychology and Education: A Multidisciplinary Journal , 2022
The concept of school climate is identified as an element that is essential to the character of a school. This may even give an identity to the school itself, the people connected to it, and the graduates it produces. It may thus be presumed that school climate is a factor that should be considered by the school administration in the preparation of its plan and its implementation for the improvement of the school as a whole. Based on the findings of the study, it is concluded that the school climate, significantly affects the school's performance in reducing the dropout rate and lowering the incidence of violence. This gives the implication that the condition of the school climate may give positive or negative contributions to the interventions that the school implement to achieve its objective of decreasing the dropout rate and cases of violence in school. Therefore, it is imperative that the school establish a positive school climate to produce affirmative school performance. In addition, the teachers' performance, students' behavior, and academic performance are significantly influenced by the school climate, specifically the physical and academic dimensions. It implies that the quality of the school facilities may yield positive or negative influence on both the teachers' and students' performance. Thus, it is deemed necessary for a school to sustain a positive school climate to achieve excellent performance from both students and teachers.