Supporting the Development of a Healthy School Climate

Kristy Wood

doi:10.25918/thesis.565

Literature from studies related to teacher attrition indicates that high workload and lack of support from leadership were cited as common reasons for teachers leaving the profession. Teacher attrition is costly, both for a nation’s budget and for the social and academic outcomes of its citizens. School climate is key in reducing teacher stress and improving teacher retention and teacher quality. Positive work environments and a supportive school climate promote teachers’ sense of self-efficacy, which contributes to increased satisfaction and retention. School climate has a significant impact on the quality of the educational experience provided by a school and also plays a significant role in student learning, engagement and success. School climate is determined by many influences that include; how a school is managed, interpersonal relationships, teacher self-efficacy and collaboration, school and system-level priorities, teaching and learning practices and organisational structures. Using qualitative research, this study sought to investigate teachers’ experiences of school climate and its impact on their work commitment to determine how teachers can be better supported. Specifically, this study aimed to explore and describe school climate from the perspectives of teachers, its impact on teacher self-efficacy and the role teachers and leaders play in the development of school climate. The experiences of fifteen Australian teachers were explored to gain insight into the impact that school climate has had on their work, career, personal life, and how they engage in their work. The research sought to uncover the experiences that these teachers found enriching and the experiences that may have inhibited the building of a supportive school climate. Teachers’ experience of school climate is a significant area of study, as the climate a teacher experiences can influence their wellbeing and commitment to their work. By examining experiences that contribute to a supportive school climate, systems and school leaders can be informed to promote environments and practices that are enriching for both teachers and students. This investigation will work towards producing evidence from teachers to assist with the development of supportive school climates. Additionally, this research is intended for teachers to be empowered to understand the significant role they and others play in contributing to a supportive school climate.

Supporting the Development of a Healthy School Climate

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Supporting the Development of a Healthy School Climate

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