School Climate and Citizenship: Portuguese Pupils’ Overview
Abstract
School is both time and space of experience and citizenship. Students as individuals, create and recreate meaning on how to be in school and society, different affiliations that sustain their identity and the various spheres of participation. When defining citizenship we noted three dimensions: the person, the social ties and participation. Based on school climate – which we assume is what actors mostly represent and feel of their organization – this study takes four dimensions into account: relationships with various school stakeholders, equity, safety and working conditions. The sample included 3617 students from 5th to 12th grade education originating from 13 schools. The data instrument is a questionnaire on school climate, experiencing school aspects and the value attributed to being a citizen. School climate is globally positive, except for the working conditions dimension. The added value of the citizenship dimension varies according to different dimensions. School climate, experiencing school and the citizenship value have highly statistically significant relationships among all dimensions. The most favorable school climate appears consistently linked to the feeling of belonging, to teachers’ democratic leadership and to the valorization of citizenship dimensions. These results suggest that school climate and its relation to the meaning that students give to citizenship come from the relevance of the care of relationships between the different school actors.
Keywords
Full Text:
PDFReferences
Aguirre, A., Castillo, A., & Tous, D. (1991). Administración de empresas. Málaga: Edinford.
Alves-Pinto, C. (1995). Sociologia da Escola. Amadora: McGraw-Hill.
Alves-Pinto, C. (2008). Da complexidade da socialização escolar. In C. Alves-Pinto (Coord.). Alunos na escola – Imagens e interações (pp. 19-78). Porto: ISET.
Ballion, R. (1993). Le lycée une cité à construire. Paris: Hachette.
Barbalet, J. M. (1988). Citizenship: Rights, struggle, and class inequality. Minneapolis: University of Minnesota Press.
Boudon, R., & Bourricaud, F. (1986). Dictionnaire critique de la sociologie. Paris: PUF.
Brunet, L. (1992). Clima de trabalho e eficácia da escola. In A. Nóvoa (Coord.), As organizações escolares em análise (pp. 121-139). Lisboa: Dom Quixote.
Cornejo, R., & Redondo, J. (2001). El clima escolar percibido por los alumnos de enseñanza media. Una investigación en algunos liceos de la región metropolitana. Ultima Década, 15, 11-52.
Davaud, C., Gros, D., & Hexel, D. (2005). Climat d’établissement: enquête auprès des directrices et directeurs des collèges du cycle d’orientation. Genève: Service de la recherche en éducation.
Dessler, G. (1988). Organización y administración. Enfoque situacional. México: Prentice-Hall Hispanoamericana.
Dubet, F. (2001). L’école et l’exclusion. Éducation et Société, 5, 43-57.
Durkheim, E. (1963). L’éducation morale. Paris: PUF.
Durkheim, E. (1967). La division du travail social. Paris: PUF.
Duru-Belat, M. (2004). Les effets de la ségrégation sociale de l’environnement scolaire: l’éclairage de la recherche. In C. Thélot (Ed.). Quel impact des politiques écutives: lesapports de la recherche (pp. 25-54). Paris: Ministère de l’Éducation Nationale.
Fotinos, G. (2006). Climat scolaire: un nouveau baromètre. Retrieved (13/10/2010) from: http://appy.ecole.free.fr/articles/20061200a.htm.
Fromm, E. (1976). To have or to be. New York: Harper & Row.
Gaziel, H. (1987). Le climat psychosocial de l’école et la satisfaction que les enseignants du second degré tirent de leur travail. Le Travail Humain, 50(1), 35-45.
Hoy, W., Tarter, C., & Bliss, J. (1990). Organizational climate, school health and effectiveness. Educational Research, 29(2), 146-152.
Janosz, M., Georges, P., & Parent, S. (1998). L’environnement socioéducatif à l’école secondaire: un modèle théorique pour guider l’évaluation du milieu. Revue Canadienne de Psycho-education 27(2), 285-306.
Katz, D., & Kahn, R. (1978). The social psychology of organizations. New York: John Wiley & Sons.
Keller, T. (2002). La pensée du don de Simmel et Mauss: médiations franco-allemandes. In L. Deroche-Gurcel & P. Watier (Eds.), La sociologie de Georg Simmel (1908): éléments actuels de modélisation sociale (pp. 241-266). Paris: PUF.
Koslowski, S., & Hults, B. (1987). An exploration of climate for technical updating and performance. Personnel Psychology, 40(3), 539-563.
Lahire, B. (1998). L’homme pluriel. Les ressorts de l’action. Paris: Nathan.
Lewin, K., & Lippitt, R. (1938). An experimental approach to the study of autocracy and democracy: A preliminary note. Sociometry, 1(3/4), January-April, 292-300.
Lewin, K., Lippitt, R., & White, R. (1939). Paterns of aggressive behavior in experimentally created social climates. The Journal of Social Psychology, 10, 271-299.
Marshall, T. T. H., & Bottomore, T. (1992). Citizenship and social class. London: Pluto.
Morse, J. J., & Lorsch, I. W. (1986). Il n’existe pas d’organisation idéale. In C. Benabou & H. Abravanel (Eds.), Le comportement des individus et des groupes dans l’organisation (pp. 455-465). Quebeque: Gaétan Morin.
Nóvoa, A. (1990). Análise da Instituição escolar. Lisboa: Polic.
Perrenoud, P. (2003). L’école est-elle encore le creuset de la démocratie? Lyon: Chronique Sociale.
Riesman, D., Glazer, N., & Denney, R. (2001). The lonely crowd: A study of the changing American character. New Haven - London: Yale University Press.
Schneider, B., & Reichers, A. (1983). On the etiology of climates. Personnel Psychology, 36, 19-39.
Simmel, G. (1999). Sociologie: étude sur les formes de la socialisation. Paris: PUF.
Teixeira, M. (1995). O professor e a escola. Amadora: McGraw-Hill.
Teixeira, M. (2008). Clima da escola na perspetiva dos alunos. In M. C. Alves-Pinto (Coord.). Alunos na escola – Imagens e interações (pp. 79-116). Porto: ISET.
Thiébaud, M. (2005). Climat scolaire. http://www.relationsansviolence.ch/climatscolaire.
Vala, J., Monteiro, M. B., & Lima, M. L. (1988). Culturas organizacionais – Uma metáfora à procura de teorias. Análise Social, 24, 663-687.
Vorpe, G., & Sangsue, J. (2002). L’influence du climat scolaire. Neuchâtel: Université de Neuchâtel.
DOI: https://doi.org/10.7358/ecps-2015-011-texe
Copyright (©) 2015 Journal of Educational, Cultural and Psychological Studies (ECPS Journal) – Editorial format and Graphical layout: copyright (©) LED Edizioni Universitarie
Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932
Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University
Executive Editor: Gaetano Domenici - Associate Executive Editor & Managing Editor: Valeria Biasci
Editorial Board: Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli
Editorial Secretary:Nazarena Patrizi
© 2001 LED Edizioni Universitarie di Lettere Economia Diritto