DC FieldValueLanguage
dc.contributor.authorMousena, Eleni-
dc.contributor.authorRaptis, Nikolaos-
dc.date.accessioned2024-03-06T06:56:37Z-
dc.date.available2024-03-06T06:56:37Z-
dc.date.issued2021-05-21-
dc.identifiergoogle_scholar-dqWcrQ0AAAAJ:-f6ydRqryjwC-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/1384-
dc.description.abstractPositive school climate promotes teachers’ professionalism and students’ social development and academic achievement. However, positive school climate cannot be taken for granted within a context of rapid change and increased complexity. Educators are often faced with critical situations, which result in many of them questioning their own abilities. The problem set forth in this study is based upon the changes in educational context as caused by current social, financial, and technological factors and their impact on school climate. This paper explores the variables of school climate and communication in order to find the extent to which their relationship can work in favor of an open, safe, and creative educational organization where teachers and students will wish to belong. It also examines the communication skills of school principals. The conceptual framework of the study is based on research related to organizational culture and educational communication. The study is a critical meta-analysis of literature on the statement problem. The results show that school climate is fundamental to achieving school goals. Communication among all participants is a key factor in creating a positive school climate, and the communication skills of the school principal are largely crucial.en_US
dc.language.isoenen_US
dc.relation.ispartofJournal of Higher Education Theory and Practiceen_US
dc.sourceWaller, S., Waller, L., Mpofu, V. & Kurebwa, M. (Ed.) Education at the …, 2021-
dc.subjectSchool climateen_US
dc.subjectCommunicationen_US
dc.subjectListening cultureen_US
dc.subjectLeadershipen_US
dc.subjecthigher educationen_US
dc.titleBeyond teaching: School climate and communication in the educational contexten_US
dc.typeArticleen_US
dc.identifier.doi10.33423/jhetp.v21i2.4122en_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.relation.volume21en_US
dc.relation.issue2en_US
dc.identifier.spage98en_US
dc.identifier.epage110en_US
dc.linkhttps://articlegateway.com/index.php/JHETP/article/view/4122en_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.subject.fieldSocial Sciencesen_US
dc.journalsOpen Accessen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
local.metadatastatusverifieden_US
item.fulltextNo Fulltext-
item.grantfulltextnone-
item.openairetypeArticle-
item.languageiso639-1en-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0002-9635-6196-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
Appears in Collections:Book Chapter / Κεφάλαιο Βιβλίου
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