AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
basis for some self-evaluation of the schools, their management,
and even the staff. This knowledge also makes sense because:
School climate is in its´ fundaments also everything what
can experience all those who belong to this school, therefor
the knowledge of the climate, and in particular its´
improvement contributes to creation of a positive and
motivating climate;
School climate affects the behavior of all those who belong
to the school;
School climate this is not just a description or
characterization of the school in terms of its activities, but
it is a set of qualities to which may be included - the work
system, moral values, respect for rules, relationships
among all who belong to the school etc.
In connection to what we said, we should remind that the school
culture is assessed and evaluated from the following points of
view.
Involvement of teachers. We can consider a large exposure - a
team of teachers or majority of the team shares the roles of the
school, perceive them as a progress in the collective effort of
innovation. Adequate exposure is normal execution of the tasks
of the school. Low involvement represents little interest in the
performance of tasks or even indifference to school work and to
its result.
Burden on teachers. Also in everyday life is known that people
can also perform more demanding tasks and do not feel aversion
to them, while in performing the tasks they see sense. This is
also true for the climate of the school. Teachers should be
required tasks, which they believe are meaningful and should not
be formal (eg. meetings without a clear objective reporting of
non-essential activities, etc.).
Spirit of School. Previously mentioned points and also a number
of other activities generate some school spirit. That is reflected
in the satisfaction or dissatisfaction with the performance of the
tasks of the school in accordance with the attempt to informal
tasks performing, the human relationships to pupils etc.
Relationships among teachers. Although we write about this
aspect at different places, we would like to emphasize just the
informal relationships to pedagogical - didactic aspects of the
work - mutual exchange of experiences, mutual observations,
and peer support up to the informal cordial relations. (From the
opinions of beginning teachers: "After completing my university
studies I had good luck on the school team. Teachers advised
me, assisted, helped, made me a teacher." Or " After completing
my university studies, I was reliant on myself. I did not feel
interest nor assistance from the teachers.")
Reticence of the management. For this approach is typical some
distance from the Headmaster or staff. This can be obvious in
little interest about the problems of teachers, small interest in
innovation of the educational process (sometimes up to their
rejection), lack of communication with teachers, formal
approach to team members etc.
Emphasis on performance. School management or headmaster
who promote mainly performance are "losing people" with their
daily joys and sorrows. Crucial are particularly results of the If
we often talk about overloading students by content and by
teachers, then it may be in some sense replicated for the school
team. Although teachers may be "overloaded" by the drive for
results of the school. This may influence the overall climate of
the school.
Charisma of the Headmaster and the School management. Here
we mean the particular personality of the Headmaster. It is ideal
when the school management is an example for other teachers
and requires innovations not only from them, but the
management is an example. Energy, enthusiasm, informal
interest in the progress of the school, these are also important
factors by the school management, which affect its climate. Of
course, not only the progress of the school is important, but also
the attitudes to the staff and pupils of the school, the level of
communication and dealing with the school staff, etc.
Responsiveness of School management and the Headmaster.
Good leadership and good school headmaster have "always open
door" for teachers and pupils of the school. Ability to listen,
understand, advise and help are features that are highly valued
since ancient times. In the schools in which these features are
recognized is good and informal climate.
Finally, it should be stressed that in creating a climate of the
school, which has an impact on the results of the school is
involved a wide range of actors in the interconnection. We list
the following aspects based on the evaluations of students,
teachers and parents, but also on what the requirements are for a
good school climate, and thus its culture. This stems from the
introduction of our contribution in which we stated the features
that can characterize the culture of the school.
1.2 Pedagogical-didactic aspect
Satisfaction of pupils with teaching and the process - already
lower grades pupils know to say and express their views on
teaching and evaluate it by saying: I do not like it at school, it is
boring, we are only tested in the school etc.
Objectivity of evaluation - is highly influenced by the emotional
state of mind of pupils, they are affected by their relationship to
school, class, teacher and classmates;
Innovation of teaching - pupils like various innovations -
cooperative work, project solutions, walks and excursions (such
education contributes to the development of social relationships
amon pupils);
Informal teachers´ approach to pupils - pupils and parents also
very significantly appreciate teachers´ approach to them (pupils
often say and remember their teachers: our teacher was very
human, teacher was able to unite the class, he was very nice,
always had time for us. ..). Generally more directive approach is
positive in that shorter time to achieve better performance, but
the negatives are that it reduces the quality of performance and
the relationship of people to what they do.
Attention not only at the teaching, but also at personality
development of pupils - good school must also pay attention to
educational tasks. Teachers assess climate from the pedagogical
- didactic point of view and in particular, according to what their
further education possibilities are, what is the level of mutual
cooperation and what efforts is developing the school
management to enhance the innovations. (G. Siváková 2016, K.,
Tišťanová 2016)
1.3 Organizational aspects
Good organization of activities, leadership and management of
the school - this aspect is dominant in terms of teachers, but also
higher grades students can often quite objectively, express their
view of school life or selected areas of school life; Organising
various events for learners in extracurricular time – learners like
to participate in various events organised by the school,
evaluating them positively if they are informal; Learners must
see a sense in the activities required from them by the school,
they have to be meaningful for them; Attention to informal
relations among school staff; Learners feel that the school is a
place of development, always offering them something new,
enriching them and contributing to their development;
Cooperation of the school with other schools (exchanging letters
by learners, exchange stays, various competitions...) – also this
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