In this section, the perception of principals and teachers about their school climate in accordance with the dimensions of school climate has been presented. This was done with the objective of studying the existing climate of schools in line with each dimension of climate that can reveal existence of collegial leadership, teachers’ professionalism, academic press and community engagement in schools to have healthy climate. Here, principals and teachers had given their opinions on each dimension of school climate on a five-point scale, which is put as a range (Refer to Table 4.8).
5.1.1. Principals’ and Teachers’ Perception of Their School Climate
The principals’ and teachers’ perception of their school climate have been presented in the following sections and tables.
Table 5.7.Principals’ and Teachers’ Perception of School Climate Across Dimensions
Based on Table 5.7, the overall principals’ perception of their school climate is reflected with (M= 4.02, SD= .55) whereas the teachers’ perception was having (M= 3.56, SD= .61) in which both of them are under the category of ‘high’, meaning there is a healthy climate. Among the dimensions of school climate, principals gave high value to their collegial leadership as (M= 4.23, SD=.60), which is a kind of self- assessment. The next highest dimension for them was community engagement (M=3.98, SD= .69); the third dimension was academic press (M=3.94, SD=.58) and finally the fourth dimension was teachers’ professionalism (M= 3.94, SD= .66).
The responses of principals and teachers were clustered in to top boxes (strongly agree and agree) as ‘agree’ and bottom boxes (strongly disagree and disagree) as ‘disagree’ setting undecided at the middle, as reduced to 3 tiers levels of agreement. This was done to make a clear visualization and understanding of the responses.
As depicted in Table 5.7 and Figure 5.3, the teachers’ perception of their school climate was (M=3.56, SD=. 61) with an overall agreement level of being healthy as 60.5%, which was higher than the teachers’ perception about collegial leadership (56.3% level of agreement, M=3.45, SD=. 73), community engagement (56.2% level of agreement, M=3.49, SD=. 61) and academic press (51.2% of level of agreement, M=3.29, SD=. 60).
Figure 5. 3. Principals’ and Teachers’ Perception of Their Schools’ Climate
The overall perception of principals on their school climate was with the level of 77.7% ‘Agree’, i.e., there is healthy or positive school climate and 7.5% disagree, i.e. there is no healthy or positive school climate. The highest level of agreement among the dimensions was for collegial leadership where 87.1% of the principals seconded the agreement top-up which was followed by community engagement with a ballot of 75.4%. The remaining dimensions, academic press and teachers’ professionalism were seconded by 74.4% and 74.1% correspondingly. The highest disagreement was observed in community engagement (10.3%) followed by teachers’ professionalism (8.9%) and academic press (6.3%).
Furthermore, Table 5.7 and Figure 5.3 have also indicated the teachers’ perception of academic press which was the least dimension where only 51.8% agreed on its existence, 20.0% undecided and 28.2 % disagreed on its existence. Among the dimension of school climate, it was teachers’ professionalism that was applauded by 74.7% of the teachers having the highest (M=3.94, SD=. 72). Overall, principals and teachers have a positive attitude to their school climate; however, the principals’ level of perception to their school climate was positively higher in all dimensions. A positive school environment is important for all school community as students are motivated to do well and to realize their full potential in schools that have a positive school climate and success requires an ongoing, comprehensive and collaborative efforts of everyone which heavily depends on the healthiness of school climate (MoE, 2008).