AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
2 Research results
At the end of the paper we will put the views of pupils and
teachers on how they sense the culture and climate of the school.
We did not divide these areas into culture and climate, we
perceive them complexly from the point of view of the survey.
We conducted the survey at 8 elementary schools - 198 pupils of
the 9th year and 62 teachers of elementary schools teaching in
the 9th year. In order to find out the views with pupils and
teachers, we used a structured interview with the record. The
interviews were then analyzed and processed in a statistical
evaluation.
2.1 Pupil’s views
Table 1: How do you characterize the culture and climate at you
school?
Variable
Frequency
Percent
excellent
21
10,61
very good
32
16,16
good
128
34,65
bad
11
5,55
I do not know
6
3,03
Table 2: Who has the greatest influence of culture and climate in
the classroom?
Variable
Frequency
Percent
students
67
33,84
teachers
125
63,15
I can not judge
6
3,03
Table 3: The culture and climate of the class depend on:
Variable
Frequency
Percent
group of pupils
64
32,32
the teacher's work
114
57,58
pupil's learning
20
10,1
Table 4: How could we improve climate in the classroom?
Variable
Frequency
Percent
pupils must improve
46
23,23
teachers need to deyote more
attention to pupils
147
74,24
I can not judge
5
2,53
Table 5: How often do you talk with teachers about culture and
climate in you classroom? How do you feel about school?
Variable
Frequency
Percent
not very often
110
55,56
occasionally - when something
happens (bad or good things in
the class)
16
8,08
we are not talking about it
3
1,53
most often we talk about
learning
69
34,85
Table 6: What would you like to get your class to improve?
Variable
Frequency
Percent
higger interest of teachers'
about students
99
50
teachers have an understanding
of our problems
72
36,37
teachers help us more during
learning
15
7,57
teachers not to think that we
are bad
12
6,06
2.2 Teachers' Views
Table 7: Do you think that culture and climate of school is
paying attention:
Variable
Frequency
Percent
grent attention
41
66,13
appropriate attention
18
29,03
I can not judge
3
4,84
Table 8: Why do you think that this area dos not receive proper
attention in schools?
Variable
Frequency
Percent
the pupils' learning outcomes
are a priority, others are
forgotten
32
51,56
the culture and the climate of
the school is understood as
somthing obvious
15
24,19
esnecially young teachers are
not ready for educational
work
11
17,74
I can not judge
4
6,46
Table 9: What would you suggest to imprave culture and climate
at schools?
Variable
Frequency
Percent
more careful diagnosis of pupils
by teachers this allows a good
choice of methods
15
24,19
to spend more time with pupils
during educational process
15
24,19
to spend more time with pupils
cyen in non-learning time
10
16,13
closer cooperation between
teachers
22
35,48
Table 10: To what extent is culture and classes climate
influenced by family education?
Variable
Frequency
Percent
Much
51
82,26
a little
11
17,74
Table 11: What reduces the quality of culture and climate at
school?
Variable
Frequency
Percent
lack of creative activity od
pupils in the process of
education
21
33,87
teachers are not interester in
pupils
24
38,71
ignoring pupils' negative
speech
17
27,42
Table 12: It is often noted that teachers would need better
psychological preparation for working with pupils. Do you agree
with this?
Variable
Frequency
Percent
I strongly agree
19
30,64
I agree
17
27,42
I think that's enough
24
38,71
I can not judge
2
3,23
Due to the significant reporting value of pupils and teachers'
responses, we do not analyze the answers further. We add the
words A. Ducan (2014): „Schools that foster positive school
climates can help to engage all students in learning by
preventing problem behaviors and intervening effectively to
support struggling and at-risk students.“
3. Conclusion
The contribution shows the school culture in a multidimensional
perspective. School must be not only a place of new knowledge
but also a safe haven; a place for cognitive and emotional
development.
Issuing from the reasons provided, it is necessary to pay the
attention to school culture and school climate. Current school
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