The aim of this diploma thesis is to assess the climate in the classroom on the second substage of the elementary school in the context of the ongoing reform of the education system. In the theoretical section are explained basic concepts - for example social group, social roles, positions in groups, school climate, class climate. There are also described determinants of class climate, climate participants and there aren´t missing current approaches to study the class climate. The conclusion explains what is school reform. In the practical part are defined objectives and assumptions. There are further specified measurement method and the measurement process. At the end assumptions are authenticated.

The main issue of this diploma thesis is the class climate. The goal of this thesis is to characterize, evaluate and compare the class climate measured in some selected schools in České Budějovice. In the theoretical part there are the essential terms established. For example terms class environment, atmosphere and class climate. It also deals with school classroom as a social group, about the participants of class climate, about school climate. There are also some contemporary approaches to study the class climate. The practical part defines the goals, assumptions and methods of the research. Next, there are the results of the research stated and interpreted. In the end there are the assumptions of this research being tested.

Human health is one of the most important values in one´s life and it participates on it´s quality a lot. Every human being influences his health and it changes through the whole life.

O objetivo geral desta dissertação foi investigar o efeito de fatores da família e da escola sobre as habilidades sociais e os comportamentos agressivos entre pares na infância. Foram realizados um estudo teórico e três estudos empíricos. O estudo teórico consistiu numa revisão não sistemática da literatura que demonstrou o papel da qualidade dos relacionamentos pais-criança e professor-aluno e do clima escolar sobre o desenvolvimento socioemocional na infância. O segundo estudo apresentou os procedimentos de adaptação e validação da Escala de Relacionamento Professor-Aluno (ERPA) para o contexto brasileiro. Os resultados da Exploratory Structural Equation Modeling (ESEM) confirmaram a estrutura bifatorial do instrumento original. Análises de validade convergente apresentaram resultados satisfatórios. O terceiro estudo apresentou os procedimentos de adaptação e validação do Questionário de Clima Escolar – Revisado, Versão para Ensino Fundamental – para o contexto brasileiro. Os resultados da ESEM apresentaram índices de ajuste satisfatórios para o modelo de seis fatores. Porém, foram sugeridas modificações na composição de quatro fatores (justiça, ordem e disciplina, envolvimento dos pais, relacionamento entre os estudantes). O QCE-EF apresentou também evidências de validade externa. As versões adaptadas da ERPA e do QCE-EF demonstraram ser medidas úteis para a avaliação de fatores da escola no contexto brasileiro. Por fim, o quarto estudo testou modelos de equações estruturais acerca do efeito independente e interativo da qualidade do relacionamento pais-criança e de fatores da escola sobre as habilidades sociais e os comportamentos agressivos entre pares. A percepção dos estudantes acerca da qualidade do clima escolar teve maior efeito sobre os seus comportamentos na escola, superando o efeito da qualidade dos relacionamentos adultocriança, mensurados pela percepção de pais e professoras. Os resultados enfatizaram a importância do contexto escolar para o desenvolvimento socioemocional na infância, destacando a necessidade de investigações que utilizem as crianças como fontes de informação. / The main objective of this thesis was to investigate the effect of family and school factors on the social skills and peer aggressive behavior in childhood. Theoretical and empirical studies were conducted. The theoretical study was a non-systematic review of the literature. It showed the role of parent-child and student-teacher relationships and school climate on socioemotional development in childhood. The second study showed the procedures for adaptation and validation of the Student-Teacher Relationship Scale (STRS) for the Brazilian context. Exploratory Structural Equation Modeling (ESEM) confirmed the factorial structure of the original instrument. Analysis of convergent validity showed satisfactory results. The third study showed the procedures for adaptation and validation of the School Climate Survey – Revised, Elementary and Middle School Version (SCS-MS) – for the Brazilian context. ESEM provided satisfactory indices of fit for the model of six factors. However, the factors justice, order and discipline, parental involvement and relationships between students were modified. SCS-MS demonstrated evidence of external validity. Adapted version of the STRS and SCS-MS proved to be useful measures for assessing school factors in the Brazilian context. Finally, fourth study tested structural equation models on the independent and interactive effects of the quality of parent-child relationships and school factors on social skills and peer aggressive behavior. The students' perceptions about the quality of school climate had a greater effect on their behavior in school, overcoming the effect of the quality of adult-child relationships, measured by parents and teachers perception. The results emphasized the importance of school context for socioemotional development in childhood, highlighting the need for studies that use children as sources of information.

O objetivo geral desta dissertação foi investigar o efeito de fatores da família e da escola sobre as habilidades sociais e os comportamentos agressivos entre pares na infância. Foram realizados um estudo teórico e três estudos empíricos. O estudo teórico consistiu numa revisão não sistemática da literatura que demonstrou o papel da qualidade dos relacionamentos pais-criança e professor-aluno e do clima escolar sobre o desenvolvimento socioemocional na infância. O segundo estudo apresentou os procedimentos de adaptação e validação da Escala de Relacionamento Professor-Aluno (ERPA) para o contexto brasileiro. Os resultados da Exploratory Structural Equation Modeling (ESEM) confirmaram a estrutura bifatorial do instrumento original. Análises de validade convergente apresentaram resultados satisfatórios. O terceiro estudo apresentou os procedimentos de adaptação e validação do Questionário de Clima Escolar – Revisado, Versão para Ensino Fundamental – para o contexto brasileiro. Os resultados da ESEM apresentaram índices de ajuste satisfatórios para o modelo de seis fatores. Porém, foram sugeridas modificações na composição de quatro fatores (justiça, ordem e disciplina, envolvimento dos pais, relacionamento entre os estudantes). O QCE-EF apresentou também evidências de validade externa. As versões adaptadas da ERPA e do QCE-EF demonstraram ser medidas úteis para a avaliação de fatores da escola no contexto brasileiro. Por fim, o quarto estudo testou modelos de equações estruturais acerca do efeito independente e interativo da qualidade do relacionamento pais-criança e de fatores da escola sobre as habilidades sociais e os comportamentos agressivos entre pares. A percepção dos estudantes acerca da qualidade do clima escolar teve maior efeito sobre os seus comportamentos na escola, superando o efeito da qualidade dos relacionamentos adultocriança, mensurados pela percepção de pais e professoras. Os resultados enfatizaram a importância do contexto escolar para o desenvolvimento socioemocional na infância, destacando a necessidade de investigações que utilizem as crianças como fontes de informação. / The main objective of this thesis was to investigate the effect of family and school factors on the social skills and peer aggressive behavior in childhood. Theoretical and empirical studies were conducted. The theoretical study was a non-systematic review of the literature. It showed the role of parent-child and student-teacher relationships and school climate on socioemotional development in childhood. The second study showed the procedures for adaptation and validation of the Student-Teacher Relationship Scale (STRS) for the Brazilian context. Exploratory Structural Equation Modeling (ESEM) confirmed the factorial structure of the original instrument. Analysis of convergent validity showed satisfactory results. The third study showed the procedures for adaptation and validation of the School Climate Survey – Revised, Elementary and Middle School Version (SCS-MS) – for the Brazilian context. ESEM provided satisfactory indices of fit for the model of six factors. However, the factors justice, order and discipline, parental involvement and relationships between students were modified. SCS-MS demonstrated evidence of external validity. Adapted version of the STRS and SCS-MS proved to be useful measures for assessing school factors in the Brazilian context. Finally, fourth study tested structural equation models on the independent and interactive effects of the quality of parent-child relationships and school factors on social skills and peer aggressive behavior. The students' perceptions about the quality of school climate had a greater effect on their behavior in school, overcoming the effect of the quality of adult-child relationships, measured by parents and teachers perception. The results emphasized the importance of school context for socioemotional development in childhood, highlighting the need for studies that use children as sources of information.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-01-03T14:27:36Z No. of bitstreams: 1 franciscoauriceliorodriguesdias.pdf: 979390 bytes, checksum: 47ab32459197b220ef558729b3ed5088 (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2017-01-31T10:31:44Z (GMT) No. of bitstreams: 1 franciscoauriceliorodriguesdias.pdf: 979390 bytes, checksum: 47ab32459197b220ef558729b3ed5088 (MD5) / Made available in DSpace on 2017-01-31T10:31:44Z (GMT). No. of bitstreams: 1 franciscoauriceliorodriguesdias.pdf: 979390 bytes, checksum: 47ab32459197b220ef558729b3ed5088 (MD5) Previous issue date: 2016-07-20 / O trabalho objetivou analisar a estrutura e o funcionamento do Projeto Professor Diretor de Turma na Escola de Ensino Médio João Alves Moreira, em Aracoiaba-CE, para compreender em que medida o referido projeto contribui para as mudanças relacionais no ambiente escolar. O Professor Diretor de Turma assume papel relevante no desenvolvimento das ações do projeto e na mediação das relações entre os sujeitos escolares. A pesquisa procurou responder a duas questões: (i) Como a atuação do professor diretor de turma se configura na mediação das relações entre os agentes escolares e exerce influência direta na gestão da relação com a família? (ii) De que modo as ações do projeto e o papel do professor diretor de turma favorecem o clima escolar? Foram definidos como eixos de análise o protagonismo juvenil e a relação escola-família. As metodologias utilizadas foram a análise documental e a realização de entrevista semiestruturada. As análises dialogaram com o aporte teórico que trata da gestão democrática, do protagonismo juvenil e da relação escola-família. Concluiu-se que o Projeto Professor Diretor de Turma, como é realizado na Escola de Ensino Médio João Alves Moreira, interfere na gestão do protagonismo juvenil e da relação escola-família e contribui para a melhoria do clima escolar. O estudo é complementado com a elaboração de um Plano de Ação Educacional, no qual se propõem ações de melhoria para a realização do Projeto Professor Diretor de Turma. / The study aimed to analyze the structure and functioning of Professor Diretor de Turma na Escola de Ensino Médio João Alves Moreira Project, in Aracoiaba-CE, to understand to what extent this project contributes to the relational changes in the school environment. The Director Teacher of Class assumes relevant role in the development of the actions of project and in mediating the relationships between school subjects. The research seeks to answer two questions: (i) How the acting of director teacher of class set in mediating relations between school agents and has a direct influence on the management of the relationship with the family? (ii) How the actions of the project and the role of director teacher of class favor school climate? They were defined as analysis axes youth protagonism and school-family relationship. The methodologies utilized were documentary analysis and achievement of half structured interview. The analyzes dialogue with the theoretical support which deals with the democratic management, youth protagonism and school-family relationship. We conclude that the Projeto Professor Diretor de Turma Project, as it is done at Escola de Ensino Médio João Alves Moreira, affects in the management of youth protagonism and school-family relationship and contributes to improve the school climate. The study is complemented by the elaboration of an Educational Action Plan, which it proposes improvement actions for carrying out the Professor Diretor de Turma Project.

School climate has been of interest internationally for a number of years not only because school climate has been linked to the effectiveness of the school but also to learner achievement. School climate was the focus of this research study and in particular the development of a school climate questionnaire for learners in Pretoria schools. Prominent factors influencing school climate were identified from literature and six of the more prominent factors were selected for study namely cohesiveness, trust, respect, control, violence and physical infrastructure. These were conceptualised in terms of systems theory using an input-throughput-output model. Input into the system is the learners, educators, principals, policies on school-level as well as policies on National level and resources. The throughput was considered as the process of interaction between the learners, educators and principals and how this influences cohesiveness, trust, respect, control, violence and physical infrastructure. The interplay results in behaviours, perceptions and attitudes of the principal, educators and learners, which influences the atmosphere within the school (output). Survey research was undertaken in order to collect data on the six factors from the perspective of the learner. A self-administered questionnaire was used and was developed based on numerous school climate instruments. These instruments were studied and items associated to the factors were identified for possible inclusion in the questionnaire. The items chosen were then taken and rephrased to make them relevant for the South African context. Experts in the fields of psychology, education and instrument development rated the items in terms of appropriateness, relevance, language and readability. The comments were then included and the questionnaire piloted in one school in Pretoria. Based on an initial analysis minor changes were made to the questionnaire, which was then administered in three schools in and around Pretoria. In total 608 learners participated in the study, 166 learners in the pilot study and 442 learners in the main study. Some problems were identified with the questionnaire, which included the language of the items and that of the learners. The instrument was found to have face and content validity. The initial reliability analysis indicated that some of the factors attained reliability coefficients that were lower than the set limits. As a result item-total analysis was undertaken and it was found that certain items did not correlate well with the scale. A factor analysis was also undertaken for further scale development. Five factors were extracted using principal components analysis; the previously conceptualised factors were incorporated in different ways than anticipated. These factors were conceptualised and named Interaction, Cohesion, Learning environment (which is on a classroom level) and Resources. The only factor that concurred with the original conceptualized factors was Violence. The developed questionnaire clearly depicted these individual aspects of school climate and could distinguish between the different school contexts. / Dissertation (MA (Research Psychology))--University of Pretoria, 2006. / Psychology / unrestricted

Syftet med studien var att utforska elevernas upplevelser av skolmiljön och hur den påverkar deras upplevda välbefinnande. Som metod användes semistrukturerade intervjuer med en intervjuguide som mall. Urvalet innefattade sex elever i åldern 11-13 år från en och samma mellanstadieklass. Resultatet visade bland annat att flera av eleverna kände sig trygga på skolan och beskrev trygghet som att känna sig välkommen eller att få vara sig själv. Eleverna uttryckte att de fick det stöd de behövde från lärare, elever och föräldrar. Något skolan bör förbättra enligt eleverna var de små lyhörda lokalerna inomhus, den tråkiga skolgården samt att det ibland skulle behövas fler rastvakter utomhus. Slutsatsen av denna studie var att skolmiljön kan påverka elevernas välbefinnande samt att en liten skola kan ha både för- och nackdelar för skolmiljön. Fler kvalitativa studier kan ge en ökad förståelse för skolmiljöns påverkan på eleverna. / The purpose of this paper was to explore the students experiences of the school climate and how it affects their well-being. Semi-structured interviews with an interview guide were used as a method. The sample was of six students in the age of 11-13 from one middle school class. The results showed among other things that almost everyone felt safe at school and expressed different definitions of safety such as feeling welcome and feeling like they can be themselves. The students felt supported by the teachers, other students and also their parents. Some things the school should change according to the students were the classrooms which were too small and with inefficient soundproofing, the school yard which was boring, and the fact that the students sometimes wanted more adult supervision during school breaks. The conclusion is that the school climate can affect student’s well-being and that a small school can have both pros and cons regarding the school climate. More qualitative research may result in a better understanding of the way the school climate affects the students.

As the United States faces a critical teacher shortage, it is important to examine all factors that may contribute to the revolving door of teacher attrition. This study explored the climate of elementary schools to determine if there was a correlation between teacher attrition and school organizational climate. Three basic research questions were addressed: 1) Is there a relationship between school organizational climate and teacher attrition? 2) Is a change in campus leadership related to school organizational climate? 3) Is there a relationship between a change in campus leadership and teacher attrition? Thirty-seven elementary schools were examined in terms of their individual teacher attrition rates and their climate survey scores. The data utilized in this study came from one school district's climate survey and teacher attrition rates for the 2000-2001 school year. The findings of this study indicate that factors of organizational climate may predict teacher attrition rates. Specifically, instructiona support may be related to teacher attrition. Major components of instructional support include principal behaviors, respect for teaching and learning, and communication with administrators. Teacher attrition was not related to principal experience. Also, principal experience was not related to factors of school organizational climate.

The purpose of this purposive qualitative study was to examine the perceptions of school community relationships of preschool parents, preschool teachers, and elementary administrators. In this purposive study, participants were chosen based on predetermined characteristics (Shenton, 2004). Parents from varying levels of academic and socioeconomic backgrounds, as well as their level of parental involvement, were included in this study to eliminate bias. The following themes emerged through coding and transcribing data: the family aspect at school; positive perception of principals; positive perception of teachers; open lines of communication between home and school; opportunities for parent involvement; the expectation of parent involvement; support school community relationships; promote a positive school climate; encourage open lines of communication; and provide activities for parent involvement. This qualitative study also looked at factors that facilitated and inhibited relationships. Factors that emerged in facilitating relationships were good communication, appreciation for involvement opportunities, one-to-one parent teacher meetings, being open to parents, and establishing positive relationships. Factors that may inhibit relationships were socioeconomic barriers and communication and transportation issues.