Бидний тухай
Багш ажилтан
School climate measures are important tools that assist educators in evaluating the “norms, values, and expectations that support people feeling socially, emotionally and physically safe” (National School Climate Council, 2007, p. 4). Positive school climate is associated with academic performance indicators such as grade point average, achievement-related markers such as school satisfaction and identification, and student mental health and psychosocial outcomes. In Mongolia, no school climate measures have been developed or translated and evaluated for use in Mongolian schools. We adapted and validated of the What’s Happening in This School (WHITS), a self-report measure for secondary schools, for use in Mongolia. After conducting a thorough literature review, we selected, translated and administered the WHITS to 1,471 students in grades 8–12 at seven schools in three of the largest cities in Mongolia. Exploratory and confirmatory factor analyses confirmed a six-factor structure that includes 36 of the original 48 items. The adapted measure, WHITS-Mongolia, is reliable and valid for use in Mongolian secondary schools. This study underscores the importance of evaluating the utility and validity of specific measures within a country.
Өсвөр насанд бие махбодын хувьд олон өөрчлөлт явагддаг бөгөөд сэтгэл зүйн хувьд тогтворгүй болдог нас билээ. Олон улсын судалгаагаар өсвөр насныхны нас баралтын тэргүүлэх шалтгаан нь амиа хорлолт болдог байна. Багшийн харилцаа нь сурагчийн сурлагын амжилт, сэтгэцийн эрүүл мэндэд нөлөөлдөг болох нь олон улсын судалгаагаар харагдаж байна. Энэхүү тойм судалгаа нь багш, сурагчдын харилцааны тухай хийсэн дотоод ба гадаадын судалгааны үр дүнг харьцуулж, нэгтгэн дүгнэж, цаашид аль талаас нь нэмэж судлах тухайд зөвлөмж гаргах юм. Түлхүүр үг: өсвөр насны сурагчийн сэтгэцийн эрүүл мэнд, багш-сурагчийн харилцаа, ангийн уур амьсгал, багшийн үйл ажиллагаа
School climate is a broad construct that has been described by Cohen, McCabe, Michelli and Pickeral (2009) as, “the quality and character of school life” (p. 182). Many complex factors combine to form the quality and character of a school including interpersonal relationships, structural features of the building, rules and discipline practices, perception of physical and emotional safety, and instructional quality (Cocorada, Cazan, & Orzea, 2018; Ramelow, Currie, & Felder-Puig, 2015; Wang & Degol, 2016). Together these factors create an atmosphere in which students, teachers, and parents experience a varying sense of safety, respect and comfort (Aldridge and Ala’l, 2013). The study of climate is important because when a school is experienced as welcoming, supportive and safe, research has shown that students tend to complete secondary school (Bond, et al., 2007) and perform better academically (Esposito, 1999; Lubienski, Lubienski, & Crane, 2008). Further, a comprehensive review of student outcome studies by Wang and Degol (2016), revealed that school climate is a strong predictor of emotional and behavioral outcomes.
