Teachers’ perspectives on factors influencing the school climate: A constructivist grounded theory case study
AbstractThe aim of this study was to explore and analyse teachers’ perspectives on factors influencing the school climate, to better understand teachers’ everyday efforts in influencing the school climate, including obstacles they might experience. Bronfenbrenner’s social-ecological theory was utili...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2023-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2245171 |
| _version_ | 1797390253637500928 |
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| author | Eva Hammar Chiriac Camilla Forsberg Robert Thornberg |
| author_facet | Eva Hammar Chiriac Camilla Forsberg Robert Thornberg |
| author_sort | Eva Hammar Chiriac |
| collection | DOAJ |
| description | AbstractThe aim of this study was to explore and analyse teachers’ perspectives on factors influencing the school climate, to better understand teachers’ everyday efforts in influencing the school climate, including obstacles they might experience. Bronfenbrenner’s social-ecological theory was utilized as the overarching theoretical perspective. Data were collected by means of 14 semi-structured focus group interviews with 73 teachers from two compulsory schools in southeast Sweden. Findings revealed that teachers experienced the school climate as both positively and negatively influenced by a number of internal and external factors, perceived as influenceable or uninfluenceable. According to the teachers, four types of factors affected the quality of the school climate: social processes and values in school (i.e. influenceable internal factors), school premises and support structures (i.e. uninfluenceable internal factors, external relations (i.e. influenceable external factors) and external means of control (i.e. uninfluenceable external factors). A grounded theory of teachers’ perceptions of factors influencing school were developed. Our conclusion is that the teachers talked about a multidimensional and malleable phenomenon, emanated by a complex interplay across multiple agents and contexts both within and outside the school, aligning with all domains and features and acting as preconditions for the school climate. |
| first_indexed | 2024-03-08T23:08:03Z |
| format | Article |
| id | doaj.art-f992e2562e6e4117a4e385c5ae0100bc |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-08T23:08:03Z |
| publishDate | 2023-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-f992e2562e6e4117a4e385c5ae0100bc2023-12-15T10:31:09ZengTaylor & Francis GroupCogent Education2331-186X2023-12-0110210.1080/2331186X.2023.2245171Teachers’ perspectives on factors influencing the school climate: A constructivist grounded theory case studyEva Hammar Chiriac0Camilla Forsberg1Robert Thornberg2Department of Behavioural Sciences and Learning Linköping University, Linköping, SwedenDepartment of Behavioural Sciences and Learning Linköping University, Linköping, SwedenDepartment of Behavioural Sciences and Learning Linköping University, Linköping, SwedenAbstractThe aim of this study was to explore and analyse teachers’ perspectives on factors influencing the school climate, to better understand teachers’ everyday efforts in influencing the school climate, including obstacles they might experience. Bronfenbrenner’s social-ecological theory was utilized as the overarching theoretical perspective. Data were collected by means of 14 semi-structured focus group interviews with 73 teachers from two compulsory schools in southeast Sweden. Findings revealed that teachers experienced the school climate as both positively and negatively influenced by a number of internal and external factors, perceived as influenceable or uninfluenceable. According to the teachers, four types of factors affected the quality of the school climate: social processes and values in school (i.e. influenceable internal factors), school premises and support structures (i.e. uninfluenceable internal factors, external relations (i.e. influenceable external factors) and external means of control (i.e. uninfluenceable external factors). A grounded theory of teachers’ perceptions of factors influencing school were developed. Our conclusion is that the teachers talked about a multidimensional and malleable phenomenon, emanated by a complex interplay across multiple agents and contexts both within and outside the school, aligning with all domains and features and acting as preconditions for the school climate.https://www.tandfonline.com/doi/10.1080/2331186X.2023.2245171school climateteachers’ perspectivesocial-ecological perspectivefocus group interviewsinternal and external factorsgrounded theory |
| spellingShingle | Eva Hammar Chiriac Camilla Forsberg Robert Thornberg Teachers’ perspectives on factors influencing the school climate: A constructivist grounded theory case study Cogent Education school climate teachers’ perspective social-ecological perspective focus group interviews internal and external factors grounded theory |
| title | Teachers’ perspectives on factors influencing the school climate: A constructivist grounded theory case study |
| title_full | Teachers’ perspectives on factors influencing the school climate: A constructivist grounded theory case study |
| title_fullStr | Teachers’ perspectives on factors influencing the school climate: A constructivist grounded theory case study |
| title_full_unstemmed | Teachers’ perspectives on factors influencing the school climate: A constructivist grounded theory case study |
| title_short | Teachers’ perspectives on factors influencing the school climate: A constructivist grounded theory case study |
| title_sort | teachers perspectives on factors influencing the school climate a constructivist grounded theory case study |
| topic | school climate teachers’ perspective social-ecological perspective focus group interviews internal and external factors grounded theory |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2245171 |
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