with changes in its consistent components.
A comprehensive analysis of the components of school climate has been conducted by Howard, Howell and Brainard (1986) who developed the measure of school climate used in this study. According to the authors, an effective school climate promotes the productivity and satisfaction of both students and school personnel. Moreover, it meets students, faculty and administrators basic needs. These needs are said to include physiological needs (e.g., heat, light, etc.), safety needs, acceptance and friendship needs, achievement and recognition needs, and the need to maximize one's potential.
As to the factors or components which Howard et. al (1986) list as the pivotal elements of school climate, these can be defined as follows:
(1) Continuous Academic and Social Growth. Effective school climates support student growth both academically and socially in a variety of ways including positive teacher expectations and faculty commitment to student learning. In other words, the staff is optimistic about student achievement and help students to believe that hard work will bring reward.
(2) Respect. In a school with a positive climate, students are made to feel that they are of worth and that their views and ideas are respected by teachers and administrators. The learning environment general is one of mutual esteem, and appreciation on the part of all.
(3) Trust. A positive school climate is one in which students have confidence that teachers and administrators have integrity, and, conversely, teachers and administrators trust their students.
(4) High Morale. Schools with positive climates are schools in which everyone feels good about him- or herself. There is a willingness to perform assigned tasks in a self-disciplined manner. Defeatist attitudes do not exist.
(5) Cohesiveness. Schools with positive climates are cohesive which is to say that the quality of the school s...