TY - JOUR
T1 - Systems View of School Climate
T2 - a Theoretical Framework for Research
AU - Rudasill, Kathleen Moritz
AU - Snyder, Kate E.
AU - Levinson, Heather
AU - L. Adelson, Jill
N1 - Publisher Copyright:
© 2017, Springer Science+Business Media New York.
PY - 2018/3/1
Y1 - 2018/3/1
N2 - School climate has been widely examined through both empirical and theoretical means. However, there is little conceptual consensus underlying the landscape of this literature, offering inconsistent guidance for research examining this important construct. In order to best assist the efforts of developing causal models that describe how school climate functions, we propose the Systems View of School Climate (SVSC). This theoretical framework was formed by deconstructing prior models and empirical research on school climate into themes and highlighting their implicit assumptions. Using the SVSC to synthesize this existing literature, school climate is defined as the affective and cognitive perceptions regarding social interactions, relationships, values, and beliefs held by students, teachers, administrators, and staff within a school. School climate is situated within Ecological Systems Theory (Bronfenbrenner 1989) to guide future research in this domain and help specify levels of research or analysis, thereby providing utility as a theoretical framework for future causal models. The SVSC provides a roadmap for research by demarcating school climate from related constructs, suggesting related contextual and structural constructs, and delineating proximal and distal systems which may shape the nature of school climate.
AB - School climate has been widely examined through both empirical and theoretical means. However, there is little conceptual consensus underlying the landscape of this literature, offering inconsistent guidance for research examining this important construct. In order to best assist the efforts of developing causal models that describe how school climate functions, we propose the Systems View of School Climate (SVSC). This theoretical framework was formed by deconstructing prior models and empirical research on school climate into themes and highlighting their implicit assumptions. Using the SVSC to synthesize this existing literature, school climate is defined as the affective and cognitive perceptions regarding social interactions, relationships, values, and beliefs held by students, teachers, administrators, and staff within a school. School climate is situated within Ecological Systems Theory (Bronfenbrenner 1989) to guide future research in this domain and help specify levels of research or analysis, thereby providing utility as a theoretical framework for future causal models. The SVSC provides a roadmap for research by demarcating school climate from related constructs, suggesting related contextual and structural constructs, and delineating proximal and distal systems which may shape the nature of school climate.
KW - Ecological Systems Theory
KW - School climate
KW - Theoretical framework
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U2 - 10.1007/s10648-017-9401-y
DO - 10.1007/s10648-017-9401-y
M3 - Review article
AN - SCOPUS:85012226039
SN - 1040-726X
VL - 30
SP - 35
EP - 60
JO - Educational Psychology Review
JF - Educational Psychology Review
IS - 1
ER -