TY - JOUR
T1 - Managing school climate issues at the School District Level
T2 - A comprehensive review of the literature
AU - ASCORRA COSTA, MARIA EUGENIA PAULA
AU - Álvarez-Figueroa, Francisca
AU - Queupil, Juan Pablo
N1 - Funding Information:
This research has been financed thanks to the support of ANID PIA CIE 160009 and FONDECYT 1191883.
Publisher Copyright:
© 2019 Pontificia Universidad Javeriana.
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2019
Y1 - 2019
N2 - Several research have studied how school management impacts cognitive and non-cognitive components of students' lives. However, less is known about what district level administrators do when dealing with issues concerning school climate. This study aims a comprehensive review of the literature on school district level involvement in school climate, with focus on the underlying school climate construct, methods, and associated outcomes. The results show four dominant dimensions: community, safety, risk, and academic performance. District level administrators are concerned not only of students' but also of teachers' wellbeing, with special focus placed on teacher stress and burnout. Despite the positive impact of informed decision making on school performance, accountability pressures involved in meeting evaluation criteria may offset the benefits. Our review confirms the need to support district leadership to set the goals and measure the progress of successful strategies to manage school climate issues.
AB - Several research have studied how school management impacts cognitive and non-cognitive components of students' lives. However, less is known about what district level administrators do when dealing with issues concerning school climate. This study aims a comprehensive review of the literature on school district level involvement in school climate, with focus on the underlying school climate construct, methods, and associated outcomes. The results show four dominant dimensions: community, safety, risk, and academic performance. District level administrators are concerned not only of students' but also of teachers' wellbeing, with special focus placed on teacher stress and burnout. Despite the positive impact of informed decision making on school performance, accountability pressures involved in meeting evaluation criteria may offset the benefits. Our review confirms the need to support district leadership to set the goals and measure the progress of successful strategies to manage school climate issues.
KW - Comprehensive review
KW - Management
KW - School climate
KW - School district
UR - http://www.scopus.com/inward/record.url?scp=85085392978&partnerID=8YFLogxK
U2 - 10.11144/Javeriana.upsy18-5.msci
DO - 10.11144/Javeriana.upsy18-5.msci
M3 - Review article
AN - SCOPUS:85085392978
VL - 18
SP - 1
EP - 13
JO - Universitas Psychologica
JF - Universitas Psychologica
SN - 1657-9267
IS - 5
ER -