Directory UMM :Data Elmu:jurnal:I:International Journal of Educational Management:Vol14.Issue6.2000:
School climate in elementary and secondary schools:
views of Cypriot principals and teachers
Georgia Pashiardis
The Pedagogical Institute of Cyprus, Nicosia, Cyprus
Keywords
Schools, Organizational culture,
Cyprus, Teachers, Perception,
Effectiveness
Abstract
Aims to examine and present the
beliefs of elementary and
secondary school principals and
teachers concerning their school's
climate. Investigates four
parameters related to school
climate, namely: communication,
collaboration, organizational
structure, and students. Both
elementary and secondary
principals and teachers indicated
that the climate in their particular
schools is satisfactory with an
overall mean of 2.33 on a threepoint Likert-type scale. The lowest
mean was given to the parameter
organizational structure (2.26),
the second to the parameter
students (2.29) and the third to
the parameter collaboration
(2.31). Therefore, one could
conclude that the above areas are
in most need of improvement.
Based on gender, one general
comment would be that men
seemed to feel worse about their
particular school's climate than
women. Further, more
experienced teachers had slightly
different views when compared
with less experienced teachers in
two parameters of the
questionnaire (organizational
structure and students).
The International Journal of
Educational Management
14/5 [2000] 224±237
# MCB University Press
[ISSN 0951-354X]
[ 224 ]
Introduction
During the 1970s and 1980s the necessity for
school improvement and the evolving
mission of effective schools was becoming
more and more pervasive in the field of
education. Scholars and effective schools
advocates have claimed that, by focusing on
key educational processes such as
instructional methods, classroom
organization and climate or culture, some
school characteristics can be identified that
are positively related to students'
achievement.
Many researchers such as Robinson,
Mackensie, Purkey, Smith, and other
scholars, researched schools and set the
research and policy base for the effective
school movement. Through an investigation
of the internal operations in certain schools
they identified certain factors which helped
to enhance student achievement and also
contributed to improving school effectiveness.
Specifically, researchers differentiated
effective schools from ineffective ones by
considering certain factors. Researchers
have consistently identified those factors as
``the characteristics of effective schools'',
namely: instructional leadership, teacher
behavior, parental/community involvement,
and continuous assessment on student
progress, etc. (Lezotte, 1991; Pashiardis and
Pashiardis, 1993; Lezotte and Jacoby, 1990).
School climate was also identified as one of
the few critical factors for enhancing a
school's effectiveness and success (Roueche
and Baker, 1986; Norton, 1984; Lezotte, 1992).
This became the foundation on which this
study was developed. Therefore, the purpose
of this study is to examine and present the
beliefs, attitudes and views of principals and
teachers concerning the school climate in
elementary and secondary schools in Cyprus.
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More specifically, an attempt was made to
identify:
.
The main areas of school climate which
are in need of most improvement based on
the views expressed by the research
participants.
.
If there are any differences or similarities
between secondary and elementary school
teachers and principals with regard to
their views about school climate.
.
If there are any statistically significant
differences on the views expressed about
the school climate based on gender and
teaching experience of the respondents.
School climate ± review of the
literature
During the past decades, considerable
attention has been devoted to the
investigation and definition of a school's
climate, culture, atmosphere, personality or
ethos. Whatever the term utilized, school
climate as used in this study is the collective
personality of the school, the overall
atmosphere of the school that one can sense
almost immediately on entering the building
which appears to be the key factor in
determining ``a school's success or failure as
a place of learning'' (Brookover and Lezotte,
1979; Edmonds, 1979; Lezotte, 1992; Reynolds
and Cuttance, 1992; Purkey and Smith, 1983).
Although it is very difficult to define this
concept, school climate is a relatively
enduring quality of the school environment
that is experienced by participants
(administrators, teachers, students) and the
one that influences and affects their behavior
concerning their teaching and the
achievement of the school's goals. In short,
the school climate serves a crucial role in
determining ``what the school is and what it
might become'' (Norton, 1984). Further, a
positive school climate is the atmosphere
where teaching and learning are emphasized
and rewarded and a spirit of collegiality and
collaboration among the staff and between
Georgia Pashiardis
School climate in elementary
and secondary schools: views
of Cypriot principals and
teachers
The International Journal of
Educational Management
14/5 [2000] 224±237
the staff and the principal in reaching the
goals of the school exists. In general,
``climate'' is to an organization what
``personality'' is to an individual (Roueche
and Baker, 1986).
Research in the area of school climate
indicates that certain characteristics are
associated with the climate of effective
schools which is conducive to learning
(Brookover and Lezotte, 1979; Edmonds,
1979; Lezotte, 1992; Reynolds and
Cuttance, 1992; Lezotte, 1991; Pashiardis and
Pashiardi, 1993; Lezotte and Jacoby, 1990).
These characteristics can be summarized as
follows:
.
The principals are the instructional
leaders in their schools. They effectively
define and communicate the mission of
the school to all school participants and
convey a vision of what the school should
and will be.
.
Policies and procedures, rules and
regulations are clear and well-known to
the school participants so that everybody
feels responsible to implement them
consistently.
.
Administrators, teachers, students,
parents and others involved have a
common denominator, ``the plan'', that
includes the school's goals and objectives
and guides the daily behavior of all school
participants (Wynne, 1981).
.
Teachers believe it is their responsibility
to teach all students by using different
teaching procedures and materials based
on the students' learning needs and styles
(Roueche and Baker, 1986).
.
Communication and collaboration among
the school staff is emphasized.
Administrators and teachers work
collaboratively in planning and
coordinating the school curriculum as
well as in implementing new learning
techniques (Campo, 1993).
.
A climate of optimism and high
expectations permeates the classroom.
Teachers maintain an orderly
environment where student success can
be cultivated (Roueche and Baker, 1986).
.
The professional working climate within
an effective school encourages an
awareness and an acceptance of the
community in which it exists. This is
illustrated through participation in
collective community projects (Edmonds,
1979).
In conclusion, when the aforementioned
characteristics are found in a particular
school, effectiveness and success are more
likely to occur. Based on the literature
review, four specific areas (parameters) were
taken together as the composite
characteristics that can lead to a climate of
success within a particular school:
1 communication;
2 collaboration among all the participants;
3 organization and administration; and
4 students.
The four areas mentioned above were
investigated in depth in this study with a
questionnaire. Those areas will be presented
in the following paragraphs so as to shed
some more light on the importance of these
parameters towards achieving a positive
school climate.
In an ideal situation, communication
permeates every aspect of school life (Hoy
and Miskel, 1996). Administrators, teachers
and students share any kind of information
that would help them achieve the goals of the
school and the individual classroom.
Information, which is given in verbal and/or
written form, is clear and precise so that
everybody understands the expectations as
well as the expected outcomes. The role of the
principal in establishing effective
communication is crucial. The principal
provides information about expectations and
outcomes in a professional manner because
teachers and students should know what is
expected in order to be effective and efficient
in the performance of their duties and in
order to achieve their goals (Sergiovanni,
1984).
In achieving the expectations and
outcomes, the spirit of cooperation within the
school is high. All participants have various
opportunities to work jointly with others. A
collegial school environment enhances the
opportunities for teachers, resulting in
greater stimulation at work and higher levels
of work motivation. Numerous studies
indicate that collaboration positively affects
and improves the interpersonal skills of
students, teachers and principals, and
consequently the growth and effectiveness of
the organization (Campo, 1993).
Also, effective communication and
collaboration among the teaching staff are
essential in problem-solving situations and
decision-making processes. Teachers are
treated as professionals and their
participation in the decision-making process
is encouraged by the principals in reaching
the goals of the school (Sergiovanni, 1990).
The school's policies and procedures, goals
and expectations that guide personnel work
are clear and well-known and contribute to
the organization and administration of the
school. The principal assumes the role of
instructional leader, creates a clear
understanding of the school goals and
[ 225 ]
Georgia Pashiardis
School climate in elementary
and secondary schools: views
of Cypriot principals and
teachers
The International Journal of
Educational Management
14/5 [2000] 224±237
communicates the mission of the school to
the staff, students, parents and community so
that everybody is committed to the overall
mission (Kimbrough and Burkett, 1990).
Furthermore, the principal tries to foster the
desired climate based on the principles of
collaboration, responsibility and trust in all
school decision-making processes.
Undoubtedly, the principal becomes the
leader in the school and the key to a school's
success, the one who maintains order,
purpose, direction and coherence among the
participants (Roueche and Baker, 1986).
Finally, the school directly influences
students' behavior as well as their lives, and
thus students are the center of every school
activity. Students and their families are
considered important factors in school
effectiveness and success, and thus studentcentredness is established in all aspects of
school life. Teachers as well as
administrators demonstrate positive
behaviors towards all students because they
believe that all students are capable of
succeeding and it is the school's
responsibility to provide opportunities for
student learning and to structure
experiences in ways that will lead to success.
Therefore, all major educational decisions
such as instructional programs, materials
selection and teaching strategies are centred
on meeting each student's learning needs.
In a school with a positive climate,
students receive the best instructional
services. Teachers focus on students'
characteristics, learning styles and
experiences as they try to make learning
relevant to the lives of their students.
Furthermore, they work to establish a
supportive non-threatening climate in which
students are likely to take advantage of
learning opportunities through active
student involvement. Also, they select
appropriate materials and teach thoroughly
and in a holistic way in order to achieve
excellence in education (Borich, 1999).
Finally, the quality of career development of
students is high. Students are provided with
the latest information on what is best for
their future so that they can make the best
possible decisions.
Based on the aforementioned review of the
literature, a study was conducted in Cyprus
on school climate around the four areas
1 communication;
2 collaboration;
3 organization and administration; and
4 students.
The results of the study will be presented
extensively beginning with a description of
the questionnaire and the sample. Finally,
[ 226 ]
some recommendations are made which can
be considered by educational policy makers
with regard to school climate and especially
when they plan changes in the educational
system.
Questionnaire, sample, procedures
This study was addressed to all principals
and teachers that were employed by the
Ministry of Education of Cyprus in public
schools, both elementary and secondary,
during the year 1995-1996. These teachers'
beliefs concerning their school's climate
were investigated through a questionnaire
which was designed and pilot-tested
specifically for this study. The questionnaire
is based on the various studies that took
place during the last three decades in the
USA and in Europe on effective schools
(Brookover and Lezotte, 1979; Edmonds, 1979;
Edmonds and Fredericksen, 1978; Fuller,
1987; Lezotte, 1992; Levine and Lezotte, 1990;
Mortimore et al., 1988; Reynolds and
Cuttance, 1992; Rutter et al., 1979).
The questionnaire was structured around
four parameters as was previously
mentioned: communication, collaboration,
organization and administration, and
students. Communication was examined
through nine items (questions); collaboration
was investigated through seven items
(questions) asking participants about the
spirit of collaboration among teachers as well
as between teachers and their immediate
supervisors. Under organization and
administration eight items (questions) were
included relating to the school's
organizational rules and policies. Finally,
there were six items (questions)
investigating the parameter students. In
total, the questionnaire (see Appendix)
includes 30 questions regarding school
climate and five demographic questions
(gender, age, position, total years of
experience etc.) for the participants.
The participants were asked to circle the
number on a three-point Likert-type scale
from 0 to 3 that better expressed their views
concerning the climate of their school (where
0 = not applicable, where 1 = not at all
satisfied, 2 = satisfied to a small extent, 3 =
satisfied to a great extent). Finally, there
were two scales in this questionnaire for
each item. The first scale asked the
participants to describe the school climate as
is currently exists whereas the second scale
asked them to describe how the school
climate should be ideally.
The sample for this study was randomly
selected from among all elementary and
Georgia Pashiardis
School climate in elementary
and secondary schools: views
of Cypriot principals and
teachers
The International Journal of
Educational Management
14/5 [2000] 224±237
secondary school principals and teachers
employed in the public schools during the
year 1995-1996[1]. A total of 1,534
questionnaires were sent out (754 to
elementary school teachers and principals
and 780 to secondary school teachers and
principals).
As shown in Table I, 765 questionnaires
were received: 300 questionnaires from the
elementary school teachers and principals
and 465 from the secondary school teachers
and principals. The response rate from the
elementary school participants was not as
high as was expected (40 per cent) and,
therefore, the results cannot be generalized
to the extent we would wish to be able to do
so. However, the results for the secondary
school participants can be generalized with
more confidence because the response rate
(60 per cent) was very good for that group.
Results
Different statistical procedures, both
descriptive and inferential, were employed to
analyze the data. More specifically, means
and standard deviations were calculated and
analyzed for the first research question
which was focused on the main areas of the
school climate which are in need of most
improvement. The attitudes of secondary
school principals concerning this item are
shown in Table II.
As shown in Table II, there is a big
difference between the school climate as it is
and the school climate as it should be on the
item that refers to the written feedback that
the principals received from their immediate
supervisor. Also, the third item in this Table,
which refers to the extent that the verbal
feedback principals receive from their
immediate supervisor is useful for their
work, is in dire need of change.
Table III presents the views of elementary
school principals on specific items which are
in need of most improvement.
The perceptions of both secondary and
elementary school principals are similar to a
great extent as far as the main areas of school
climate which are in need of most
improvement. Specifically, seven of the items
Table I
Response rate (n = 765)
Sent out
Number
Elementary school teachers and principals
Secondary school teachers and principals
Total
754
780
1,534
Response rate
Number Percent
300
465
765
40
60
100
that appeared in Table II appear in Table III
as well.
The parameter of organization and
administration is the one that needs to be
improved, as the results of the analysis
indicated, since most of the items identified
fall within this parameter. The elementary
school principals expressed the belief that
the two items (Nos 20 and 21) which refer to
the usefulness of the written and verbal
feedback that the teachers receive from their
immediate supervisor, need to be seriously
considered and improved.
Next, Table IV shows the perception of
secondary school teachers for the same
research question.
The secondary school teachers seem to be
most disappointed with the parameter
related to students. The item that examines
the extent to which education helps students
develop skills (e.g. self-learning, problem
solving) (No. 29) according to secondary
school teachers and the principals in both
secondary and elementary schools needs to
be improved. Also, the same group is not
satisfied with the school environment (No.
30).
The views of elementary school teachers
who responded to the questionnaire are
shown in Table V. The following views,
again, concern the questionnaire items that
are in need of most improvement
As shown in Table V, the elementary
school teachers and their colleagues in the
secondary schools (teachers and principals)
are not satisfied with the area of organization
and administration and specifically with
items 20 and 21. Both items examine the
extent to which the teachers perceived the
written and the verbal feedback received
from their immediate supervisor useful to
their work. Further analysis of the data
indicated that there are two items that need
to be improved which belong to the
parameter students, (Nos 30 and 29), three
that belong to the parameter collaboration
(Nos 14, 15, 16) and one to communication
(No. 7).
In conclusion, the major findings
concerning the four parameters and the
individual items of the questionnaire are
summarized in Table VI according to the
views of the four groups of participants.
First, there is big similarity among the
four groups of participants (teachers and
principals) concerning the questionnaire
items that are in need of improvement.
Specifically, four items appeared in all four
groups. These items are: ``To what extent are
the expected standards for classroom
instruction as well as the standards for the
school accepted by everybody involved in the
[ 227 ]
Georgia Pashiardis
School climate in elementary
and secondary schools: views
of Cypriot principals and
teachers
Table II
Ten items which are in need of most improvement based on the views of secondary school
principals
The International Journal of
Educational Management
14/5 [2000] 224±237
Items
20 To what extent is the written feedback you receive from your
evaluator (inspector) useful for your work?
29 To what extent does the education offered help students develop
skills (i.e. self-learning, problem solving)?
21 To what extent is the verbal feedback you receive from your
evaluator (inspector) useful for your work?
7 To what extent are the expected standards for classroom
instruction as well as the standards for the school in general,
accepted by everybody involved in the school (i.e. parents)?
15 To what extent do you have opportunities to present new ideas
that can be used by other colleagues?
30 To what extent is the school environment pleasant for students?
26 To what extent do you feel the quality of education offered to
students is good?
28 To what extent do you feel that the education offered helps the
career development of the students?
10 To what extent do you feel that you have opportunities to work
collaboratively with other colleagues?
12 To what extent are you satisfied with the spirit of collaboration
among different grade level teachers?
Mean
Standard
deviation
Difference
1.87
0.69
1.03
1.98
0.64
1.02
2.00
0.73
0.93
2.05
0.53
0.85
2.07
2.16
0.60
0.64
0.85
0.82
2.14
0.52
0.81
2.18
0.54
0.80
2.19
0.55
0.78
2.19
0.55
0.76
Note: The number of each item corresponds to the number in the questionnaire. Also the questionnaire items
appear in rank order beginning with the one that is in the greatest need of improvement
Table III
Ten questions which are in need of most improvement based on the views of elementary school
principals
Items
20 To what extent is the written feedback you receive from your
evaluator (inspector) useful for your work?
29 To what extent does the education offered help students develop
skills (i.e. self-learning, problem solving)?
21 To what extent is the verbal feedback you receive from your
evaluator (inspector) useful for your work?
19 To what extent is the written feedback you receive from your
immediate supervisor useful for your work?
16 To what extent do you feel that your work is recognized and
appreciated?
26 To what extent do you feel the quality of education offered to
students is good?
28 To what extent do you feel that the education offered helps the
career development of the students?
6 To what extent are the expected standards for the classroom
instruction as well as the standards for the school in general
clearly defined by your immediate supervisor?
15 To what extent do you have opportunities to present new ideas
that can be used by other colleagues?
7 To what extent are the expected standards for classroom
instruction as well as the standards for the school in general
accepted by everybody involved in the school (i.e. parents)?
Mean
Standard
deviation
Difference
1.96
0.70
0.84
2.17
0.57
0.80
2.14
0.62
0.78
2.10
0.64
0.70
2.30
0.72
0.70
2.29
0.58
0.69
2.22
0.54
0.67
2.26
0.69
0.66
2.29
0.70
0.65
2.25
0.56
0.64
Note: The number of each item corresponds to the number in the questionnaire. Also the questionnaire items
appear in rank order beginning with the one that is in the greatest need of improvement
[ 228 ]
Georgia Pashiardis
School climate in elementary
and secondary schools: views
of Cypriot principals and
teachers
Table IV
Ten questions which are most in need of improvement based on the views of secondary school
teachers
The International Journal of
Educational Management
14/5 [2000] 224±237
Items
29 To what extent does the education offered help students develop
skills (i.e. self-learning, problem solving)?
30 To what extent is the school environment pleasant for students?
7 To what extent are the expected standards for the classroom
instruction as well as the standards for the school in general
accepted by everybody involved in the school (i.e. parents)?
20 To what extent is the written feedback you receive from your
evaluator (inspector) useful for your work?
15 To what extent do you have opportunities to present new ideas
that can be used by other colleagues?
28 To what extent do you feel that the education offered helps the
career development of the students?
26 To what extent do you feel the quality of education offered to
students is good?
14 To what extent are decisions made collaboratively for problem
solving among different grade teachers?
16 To what extent do you feel that your work is recognized and
appreciated?
24 To what extent do you feel that decisions are made at the
appropriate level of the educational system?
Mean
Standard
deviation
Difference
2.08
2.09
0.63
0.68
0.83
0.83
2.08
0.60
0.73
2.08
0.69
0.71
2.13
0.66
0.70
2.20
0.62
0.70
2.24
0.62
0.67
2.17
0.65
0.67
2.23
0.68
0.66
2.15
0.63
0.65
Note: The number of each item corresponds to the number in the questionnaire. Also the questionnaire items
appear in rank order beginning with the one that is in the greatest need of improvement
Table V
Ten questions which are most in need of improvement based on the views of elementary school
teachers
Items
20 To what extent is the written feedback you receive from your
evaluator (inspector) useful for your work?
21 To what extent is the verbal feedback you receive from your
evaluator (inspector) useful for your work?
30 To what extent is the school environment pleasant for students
29 To what extent does the education offered help students to
develop skills (i.e. self-learning, problem solving)?
16 To what extent do you feel that your work is recognized and
appreciated?
24 To what extent do you feel that decisions are made at the
appropriate level of the educational system?
7 To what extent are the expected standards for the classroom
instruction as well as the standards for the school in general
accepted by everybody involved in the school (i.e. parents)?
19 To what extent is the written feedback you receive from your
immediate supervisor useful for your work?
14 To what extent are decisions made collaboratively for problem
solving among different grade level teachers?
15 To what extent do you have the opportunities to present new ideas
that can be used by other colleagues?
Mean
Standard
deviation
Difference
1.94
0.75
0.84
2.13
2.33
0.76
0.67
0.71
0.63
2.30
0.62
0.62
2.30
0.64
0.62
2.12
0.70
0.60
2.24
0.62
0.60
2.12
0.71
0.60
2.22
0.69
0.59
2.28
0.62
0.58
Note: The number of each item corresponds to the number in the questionnaire. Also the questionnaire items
appear in rank order beginning with the one that is in the greatest need of improvement
[ 229 ]
Georgia Pashiardis
School climate in elementary
and secondary schools: views
of Cypriot principals and
teachers
The International Journal of
Educational Management
14/5 [2000] 224±237
Table VI
Summary of major findings (item numbers)
Parameter
SP
(Item numbers)
EP
ST
SP
Communication
(Items 1-9)
7
6
7
7
7
Collaboration
(Items 10-16)
10
12
15
15
16
14
15
16
14
15
16
Organization and
administration
(Items 17-24)
20
21
19
20
21
20
24
19
20
21
24
Students
(Items 25-30)
26
28
29
30
26
28
29
26
28
29
30
29
30
Key: SP = Secondary school principals; EP =
Elementary school principals; ST = Secondary school
teachers; ET = Elementary school teachers
school?'' (No. 7); ``To what extent do you have
opportunities to present new ideas that can
be used by other colleagues?'' (No. 15); ``To
what extent is the written feedback you
receive from your evaluator (inspector)
useful for your work?'' (No. 20); ``To what
extent does the education offered helps
students to develop skills (i.e. self-learning,
problem solving)?'' (No. 29).
Second, elementary and secondary school
teachers would like the expected standards
for their classrooms as well as for the school
in general to be more accepted from
everybody involved in the school (i.e.
parents). This is related to the parameter of
communication and to item No. 7 which was
indicated by all four groups of participants in
this study as needing great improvement.
Third, teachers (elementary and secondary)
are quite disappointed with regards to items
15 and 16 that are included in the parameter
collaboration. They feel that in their schools
the opportunities to present new ideas which
can be used by other colleagues are very
limited. Also, they seemed to be concerned
with the fact that their work is not recognized
and appreciated by everybody involved in the
school.
Fourth, teachers (elementary and
secondary ) are quite disappointed with the
area of organization and administration.
They indicated their concerns on all
organizational and management issues but
they feel that especially the teachers'
supervision and evaluation procedures are
very problematic. As shown in Table VI, all
four groups of participants in this study
expressed the belief that items 20 and 21
[ 230 ]
(which refer to the verbal and written
feedback that the teachers receive from their
inspectors) need to be improved.
Finally, in the parameter students, all
participants from elementary as well as
secondary education indicated that the
quality of education offered is not so good
and does not help students to develop skills
(i.e. self-learning, problem solving, etc.).
Items 26 and 29 are related to those two issues
and were pointed out by all participants as
needing improvement.
Another research question in this study
explored whether there are any differences
or/and similarities between secondary and
elementary school teachers and principals
with regard to their views about the school's
climate. The main findings of the analysis of
the data are shown in Table VII which
presents the statistically significant
differences (p = 0.5) between secondary and
elementary teachers and principals.
There were statistically significant
differences between secondary and
elementary education in three parameters of
the questionnaire (communication,
organization and administration, and
students). Those differences can be
summarized as follows:
.
The elementary school teachers believed
that the expected standards for classroom
instruction as well as the standards for
the school in general are accepted by
everybody involved in the school (No. 7) to
a greater extent than is believed by their
counterparts in secondary education.
.
The secondary school principals and
teachers believed that written
communication with their immediate
supervisor (No. 9) is better compared with
their colleagues in elementary education.
.
Also, the elementary school teachers feel
that they have more freedom to plan and
set their own work schedule and take
initiatives within their school
environment than their secondary school
counterparts (Nos 22 and 23). However,
they are not satisfied with the written
feedback received from their inspectors
(No. 20).
.
Finally, the elementary school teachers
feel more positive with regard to the
quality of education offered to students
(No. 26) when compared with secondary
school teachers.
Furthermore, this study included an
investigation of a research question that
focused on differences in the views expressed
about the school climate based on the gender
of the respondents and their teaching
experience. In Table VIII, based on gender,
Georgia Pashiardis
School climate in elementary
and secondary schools: views
of Cypriot principals and
teachers
The International Journal of
Educational Management
14/5 [2000] 224±237
Table VII
Statistically significant differences between secondary education and elementary education
about the school climate in public schools in Cyprus
Items
Mean
7 To what extent are the expected standards for classroom
instruction as well as the standards for the school in general
accepted by everybody involved in the school (i.e. parents)?
9 To what extent is the written communication from your
immediate supervisor good?
19 To what extent is the written feedback you receive from your
immediate supervisor useful for your work?
20 To what extent is the written feedback you receive from your
evaluator (inspector) useful for your work?
22 To what extent are there opportunities for undertaking
initiatives and responsibilities in the school?
23 To what extent do you set your own work schedule for your
classroom?
26 To what extent do you feel the quality of education offered to
students is good?
28 To what extent do you feel that the education offered helps the
career development of the students?
29 To what extent does the education offered help students to
develop skills (i.e. self-learning, problem solving)?
30 To what extent is the school environment pleasant for
students?
Elementary 2.18
Secondary 2.06
Elementary 2.07
Secondary 2.25
Elementary 1.63
Secondary 2.07
Elementary 1.33
Secondary 1.63
Elementary 2.47
Secondary 2.36
Elementary 2.50
Secondary 2.36
Elementary 2.36
Secondary 2.21
Elementary 2.27
Secondary 2.18
elementary 2.25
Secondary 2.02
Elementary 2.30
Secondary 2.05
principals and teachers from secondary and
elementary education expressed statistically
significant different views in 12 items of the
questionnaire.
There were statistically significant
differences in all four areas of the
questionnaire (communication,
collaboration, organization and
administration, students). Two items belong
to the parameter communication (Nos 6 and
7), three to the parameter collaboration (Nos
11, 12 and 16), four to organization and
administration (Nos 17, 24, 20 and 21) and
three to the parameter students (Nos 25, 26
and 27). The general comment that one could
conclude based on the analysis with regard to
gender is that women seemed to feel more
satisfied about their particular school's
climate than men.
Moreover, more experienced teachers had
slightly different views when compared with
less experienced teachers in five items of the
questionnaire (see Table IX).
Based on the analysis, there were
statistically significant differences in two
parameters of the questionnaire
(organization and administration and
students). Two items belong to the parameter
organization and administration (Nos 21 and
22) and three to the parameter students (Nos
27, 28 and 29). In the items that belong to the
parameter students, the more experienced
teachers are more satisfied when compared
with the less experienced teachers.
t-test
p-value
2.24
0.025
±2.34
0.020
±5.43
0.0001
±3.53
0.0001
2.16
0.031
2.40
0.017
3.06
0.002
1.98
0.050
±4.35
0.0001
4.42
0.0001
Discussion and conclusions
Both elementary and secondary school
principals and teachers indicated that the
climate in their particular school is
satisfactory, with an overall mean of 2.33 on a
three-point Likert-type scale. Specifically, the
lowest mean was given to the parameter
organization and administration (2.26), the
second lowest to the parameter students
(2.29) and the third lowest to the parameter
collaboration (2.31). Therefore, one could
conclude that the above areas are in most
need of improvement and change with regard
to school climate in the public schools of
Cyprus.
In the parameter of communication,
teachers from secondary as well as
elementary education would like the
expectations of their immediate supervisor to
be clearly defined concerning the expected
standards especially when initiatives are
introduced. Most certainly, this parameter
can be improved in the long term if the shortterm goals are stated clearly and
communicated to everybody involved in
their implementation. That will contribute to
the establishment of effective
communication among teachers and their
immediate supervisors as well as to the
acceptance of any planned initiatives.
The spirit of collaboration among
colleagues (same grade level and different
grade level) as well as the opportunities that
the teachers have to present and share new
[ 231 ]
Georgia Pashiardis
School climate in elementary
and secondary schools: views
of Cypriot principals and
teachers
The International Journal of
Educational Management
14/5 [2000] 224±237
Table VIII
Statistically significant differences concerning school climate in public schools in Cyprus based
on gender
Items
6 To what extent are the expected standards for classroom
instruction as well as the standards for the school in general,
clearly defined by your immediate supervisor?
7 To what extent are the expected standards for classroom
instruction as well as the standards for the school in general
accepted by everybody involved in the school (i.e. parents)?
11 To what extent are you satisfied with the spirit of collaboration
among same grade level teachers?
12 To what extent are you satisfied with the spirit of collaboration
among different grade level teachers?
16 To what extent do you feel that your work is recognized and
appreciated?
17 To what extent do you feel that school's rules and policies
guide your work?
20 To what extent is the written feedback you receive from your
evaluator (inspector) useful for your work?
21 To what extent is the verbal feedback you receive from your
evaluator (inspector) useful for your work?
24 To what extent do you feel that decisions are made at the
appropriate level of the educational system?
25 To what extent do you feel that the actions taken at school are
student-centered?
26 To what extent do you feel the quality of education offered to
students is good?
27 To what extent do you feel that the teachers try to perform to
the maximum extent possible?
Mean
t-test
p-value
Male 2.24
Female 2.40
±2.89
0.004
±2.14
0.033
±3.38
0.0001
±2.98
0.003
±3.13
0.002
±3.37
0.001
±3.01
0.003
±2.94
0.003
±2.04
0.042
±2.24
0.026
±4.66
0.0001
±5.29
0.0001
Male 2.03
Female 2.14
Male 2.25
Female 2.44
Male 2.12
Female 2.29
Male 2.09
Female 2.28
Male 2.21
Female 2.38
Male 1.38
Female 1.62
Male 1.89
Female 2.09
Male 2.00
Female 2.12
Male 2.23
Female 2.35
Male 2.13
Female 2.35
Male 2.44
Female 2.68
Table IX
Statistically significant differences between more experienced teachers and less experienced
teachers concerning school climate in public schools in Cyprus
Items
21 To what extent is the verbal feedback you
receive from your evaluator (inspector) useful
for your work?
22 To what extent are there opportunities for
undertaking initiatives and responsibilities in
the school?
27 To what extent do you feel that the teachers
try to perform to the maximum extent possible?
28 To what extent do you feel that the education
offered helps the career development of the
students?
29 To what extent does the education offered help
students develop skills (i.e. self-learning,
problems solving)?
teaching ideas (techniques, materials, etc.)
are two issues that teachers at both levels are
quite concerned with in the area of
collaboration. Based on the results, one could
comment that teachers have few
opportunities to introduce and share their
ideas with their colleagues, probably because
the school atmosphere is very competitive
and there are no incentives to stimulate
[ 232 ]
t-test
p-value
3.35
0.001
±2.61
0.009
3.33
0.001
Experience < 14 years.2.27
Experience > 14 years.2.15
2.53
0.012
Experience < 14 years.2.17
Experience > 14 years2.06
2.14
0.33
Mean
Experience < 14 years.2.13
Experience > 14 years.1.91
Experience < 14 years.2.35
Experience > 14 years.2.48
Experience < 14 years.2.66
Experience > 14 years.2.51
teachers to do so. The lack of any incentives,
either financial or career development, does
not encourage the teachers to become
creative and enthusiastic about their job,
which in many instances is not recognized
and appreciated by other school participants
and parents. Therefore, the educational
system should provide the necessary
incentives to teachers and show appreciation
Georgia Pashiardis
School climate in elementary
and secondary schools: views
of Cypriot principals and
teachers
The International Journal of
Educational Management
14/5 [2000] 224±237
and respect for their work if the educational
goals are to be reached to the maximum
extent possible in a collaborative atmosphere.
Another result in this study indicates that
the teachers are not pleased with the
teachers' supervision system which is
currently utilized. Based on other studies
(Pashiardis, 1996) that took place in Cyprus,
the teachers' evaluation procedures followed
by inspectors are not effective. Inspectors in
the Cyprus educational system inspect
teachers formally during the two-year
probation period and then again after the
12th year of service when teachers become
eligible for promotion. Furthermore, the
inspectors are not required to report their
comments to teachers, and thus teachers
receive no written feedback at all. Therefore,
the areas of organization and administration,
and especially the aspect of inspection, are in
dire need of improvement and changes in the
existing procedures should be introduced.
Finally, the teachers in this study
mentioned that the schools' facilities do not
support the educational aims of the
educational system. Their main consideration
is that the physical condition of the school
itself and its environment (heating,
ventilation, acoustics, educational spaces,
etc.) do not create a pleasant atmosphere for
students or teachers. Therefore, it is
important (and urgent) that the physical
environment be assessed and, consequently,
the existing facilities be improved and
replaced so that the schools become attractive
and better equipped. Moreover, in the area of
students, the goals of the educational program
should be reviewed so that the emphasis on
the quality of education offered to students
can be reinforced. Specifically, the curriculum
is very content-oriented and does not assist
students to develop their creativity and
independence in their learning. Therefore,
developing learning strategies should become
a major goal in the curriculum considering
that the education offered to students should
help their career development, especially
nowadays as people are often required to
change their careers and occupation three or
four times in their career history.
In conclusion, similar studies concerning
school climate and examining other
parameters or factors that contribute to the
development of a positive school climate can
be explored in the future so that the picture
becomes more complete. Undoubtedly, school
climate is a major correlate of effective
schools and contributes significantly to
learning and to the joy of learning.
Note
1 In Cyprus, education is provided through preprimary and primary schools, secondary
general schools and secondary technical
vocational schools, special schools, Cyprus
University and other higher-level institutions.
Primary education has always been free and
compulsory since 1962. Children begin their
primary education at the age of five years and
eight months and leave when they have
completed the prescribed six-year course.
During the shool year 1995-1996 there were 359
public primary schools in Nicosia, Limassol,
Larnaca, Paphos and Famagusta with 62,926
students and 3,206 teachers.
Secondary education is pursued mainly at
public schools but there are also a few private
ones. Entrance is open to all primary school
leavers without any examinations. Free
education was first introduced in 1972-1973 for
grade I and by 1985-1986 it was extended to all
grades.
In secondary education there are basically
two types of seconday schools:
1) Secondary general: public schools in this
category are the gymnasia and lyceums
where schooling consists of two stages.
Stage I (gymnasia) comprises the first
three grades and the emphasis is on
general subjects and the humanities.
Stage II (lyceums) comprises the last
three grades and specialization begins in
grade IV. During the school year 1995-1996
there were 86 secondary schools with
49,174 students and 3,754 teachers.
2) Technical and vocational: schools in this
category aim at providing local industry
with technicians and craftspeople. These
schools accept pupils at the second stage
only, beginning in the fourth years. Each
school has two departments, the technical
and vocational. The technical lays
emphasis on theory and practice in
science and technical knowledge and
skills. During the school year 1995-1996,
4,410 students were enrolled with 574
teachers serving in this specialization.
References
Borich, G. (1999), Effective Teaching Methods, 4th
ed., Merrill Publishing Company, Columbus,
OH.
Brookover, W.B. and Lezotte, L.W. (1979), Changes
in School Characteristics Coincident with
Changes in Student Achievement, Occasional
Paper No 17, Institute for Research on
Teaching, Michigan State University, East
Lansing, MI.
Campo, C. (1993), ``Collaborative school cultures:
how principals make a difference'', School
Organization, Vol. 13 No. 2, pp. 119-25.
Edmonds, R. (1979), ``Effective schools for the
urban poor'', Educational Leadership, Vol. 37
No. 1, pp. 15-24.
[ 233 ]
Georgia Pashiardis
School climate in elementary
and secondary schools: views
of Cypriot principals and
teachers
The International Journal of
Educational Management
14/5 [2000] 224±237
[ 234 ]
Edmonds, R. and Fredericksen, N. (1978), Search
for Effective Schools: The Identification and
Analysis of City Schools that Are
Instructionally Effective for Poor Children,
Center for Urban Studies, Harvard
University, Cambridge.
Fuller, B. (1987), ``School effects in the Third
World'', Review of Educational Research, Vol.
57 No. 3, pp. 255-92.
Hoy, W.K. and Miskel, C.G. (1996), Educational
Administration: Theory, Research, and
Practice, McGraw-Hill, New York, NY.
Jorde-Bloom, P. (1988), ``Closing the gap: an
analysis of teacher and administrator
perceptions of organizational climate in the
early childhood setting'', Teaching and
Teacher Education, Vol. 4 No. 2, pp. 111-20.
Kimbrough, R. and Burkett, C. (1990), The
Principalship: Concepts and Practices,
Prentice-Hall, NJ.
Levine, D. and Lezotte, L. (1990), Unusually
Effective Schools: A Review and Analysis of
Research and Practice, NCESRD Publications,
Madison.
Lezotte, L.W. (1991), Creating the Total Quality
Effective School, Effective Schools Products
Ltd, Okemos, MI.
Lezotte, L.W. (1992), Effective Schools Practices
That Work, Effective Schools Products Ltd,
Okemos, MI.
Lezotte, L.W. and Jacoby, B.C. (1990), A Guide to
the School Improvement Process Based on
Effective Schools Research, Effective Schools
Products Ltd, Okemos, MI.
Mortimore, P., Sammons, P., Ecob, R. and Stoll, L.
(1988), School Matters: The Junior Years, Open
Books, Salisbury.
Norton, M.S. (1984), ``What's so important about
school climate?'', Contemporary Education,
Vol. 56 No. 1, pp. 43-5.
Pashiardis, P. (1996), The Evaluation of Teachers'
Work: Views and Attitudes of Educationists in
Cyprus, Gregory Publications, Athens.
Pashiardis, P. and Pashiardis, G. (1993), The
Effective School and the Effective Teacher (in
Greek), Art of Text Publications,
Thessaloniki.
Purkey, S.C. and Smith, M.S. (1983), ``Effective
schools: a review'', The Elementary School
Journal, Vol. 83 No. 4, pp. 427-52.
Reynolds, D. and Cuttance, P. (1992), School
Effectiveness: Research, Policy and Practice,
Cassell, London.
Roueche J.E. and Baker, G.A. (1986), Profiling
Excellence in America's Schools, The
American Association of School
Administrators, Virginia.
Rutter, M., Maughan, B., Mortimore, P. and
Ouston, J. (1979), Fifteen Thousand Hours:
Secondary Schools and their Effects on
Children, Open Books, London.
Sergiovanni, T. (1984), ``Leadership and
excellence in schooling'', Educational
Leadership, Vol. 41 No. 5, pp. 6-13.
Sergiovanni, T. (1990), Value-added Leadership:
How to Get Extraordinary Performance in
Schools, Harcourt Brace Jovanovich, FL.
Wynne, E.A. (1981), ``Looking at good schools'',
Phi Delta Kappan, Vol. 62, pp. 377-81.
Further reading
Department of Statistics and Research (1995-96),
``Educational statistics'', Republic of Cyprus/
Ministry of Finance, Vol. 28 No. 1, pp. 19-36.
Pashiardis, P. (1995), ``The effective principal: selfassessment of the needs of elementary school
principals in Cyprus'' (in Greek), Pedagogical
Review, Vol. 20, pp. 171-205.
Putman, J. and Burke, B. (1992), Organizing and
Managing Classroom Learning Communities,
McGraw-Hill, New York, NY.
Sergiovanni, T.J. (1987), The Principalship: A
Reflective Practice Perspective, Allyn Bacon,
Boston, MA.
Slater, R.O. and Teddie, C. (1992), ``Towards a
theory of school effectiveness and
leadership'', School Effectiveness and School
Improvement, Vol. 3 No. 4, pp. 242-57.
Georgia Pashiardis
School climate in elementary
and secondary schools: views
of Cypriot principals and
teachers
The International Journal of
Educational Management
14/5 [2000] 224±237
Appendix. School climate questionnaire
Georgia Pashiardis
Please, for each item circle the number that best presents your beliefs concerning the school
climate of your school as you perceive it now (is) and as you would like it to be ideally (should
be). Please use the following scale:
0 = not applicable; 1 = not at all satisfied; 2 = satisfied to a small extent; 3 = satisfied to a great
extent
Communication
1. To what extent do you feel satisfied with the information you are given by your immediate
supervisor?
is
should be
0
1
2
3
0
1
2
3
2. To what extent do you feel that the information you are given by your immediate
supervisor is related to and is useful for the smooth operation of the school?
is
0
1
should be
2
3
0
1
2
3
3. To what extent is everybody who is involved in the school kept informed by their
immediate supervisor?
is
0
1
should be
2
3
0
1
2
3
4. To what extent are the immediate supervisor's expectations about the school's desired
standards known to the staff?
is
0
1
should be
2
3
0
1
2
3
5. To what extent are the immediate supervisor's expectations about the school's desired
standards clear to the staff?
is
0
1
should be
2
3
0
1
2
3
6. To what extent are the expected standards for classroom instruction, as well as the
standards for the school in general, clearly defined by your immediate supe
views of Cypriot principals and teachers
Georgia Pashiardis
The Pedagogical Institute of Cyprus, Nicosia, Cyprus
Keywords
Schools, Organizational culture,
Cyprus, Teachers, Perception,
Effectiveness
Abstract
Aims to examine and present the
beliefs of elementary and
secondary school principals and
teachers concerning their school's
climate. Investigates four
parameters related to school
climate, namely: communication,
collaboration, organizational
structure, and students. Both
elementary and secondary
principals and teachers indicated
that the climate in their particular
schools is satisfactory with an
overall mean of 2.33 on a threepoint Likert-type scale. The lowest
mean was given to the parameter
organizational structure (2.26),
the second to the parameter
students (2.29) and the third to
the parameter collaboration
(2.31). Therefore, one could
conclude that the above areas are
in most need of improvement.
Based on gender, one general
comment would be that men
seemed to feel worse about their
particular school's climate than
women. Further, more
experienced teachers had slightly
different views when compared
with less experienced teachers in
two parameters of the
questionnaire (organizational
structure and students).
The International Journal of
Educational Management
14/5 [2000] 224±237
# MCB University Press
[ISSN 0951-354X]
[ 224 ]
Introduction
During the 1970s and 1980s the necessity for
school improvement and the evolving
mission of effective schools was becoming
more and more pervasive in the field of
education. Scholars and effective schools
advocates have claimed that, by focusing on
key educational processes such as
instructional methods, classroom
organization and climate or culture, some
school characteristics can be identified that
are positively related to students'
achievement.
Many researchers such as Robinson,
Mackensie, Purkey, Smith, and other
scholars, researched schools and set the
research and policy base for the effective
school movement. Through an investigation
of the internal operations in certain schools
they identified certain factors which helped
to enhance student achievement and also
contributed to improving school effectiveness.
Specifically, researchers differentiated
effective schools from ineffective ones by
considering certain factors. Researchers
have consistently identified those factors as
``the characteristics of effective schools'',
namely: instructional leadership, teacher
behavior, parental/community involvement,
and continuous assessment on student
progress, etc. (Lezotte, 1991; Pashiardis and
Pashiardis, 1993; Lezotte and Jacoby, 1990).
School climate was also identified as one of
the few critical factors for enhancing a
school's effectiveness and success (Roueche
and Baker, 1986; Norton, 1984; Lezotte, 1992).
This became the foundation on which this
study was developed. Therefore, the purpose
of this study is to examine and present the
beliefs, attitudes and views of principals and
teachers concerning the school climate in
elementary and secondary schools in Cyprus.
The current issue and full text archive of this journal is available at
http://www.emerald-library.com
More specifically, an attempt was made to
identify:
.
The main areas of school climate which
are in need of most improvement based on
the views expressed by the research
participants.
.
If there are any differences or similarities
between secondary and elementary school
teachers and principals with regard to
their views about school climate.
.
If there are any statistically significant
differences on the views expressed about
the school climate based on gender and
teaching experience of the respondents.
School climate ± review of the
literature
During the past decades, considerable
attention has been devoted to the
investigation and definition of a school's
climate, culture, atmosphere, personality or
ethos. Whatever the term utilized, school
climate as used in this study is the collective
personality of the school, the overall
atmosphere of the school that one can sense
almost immediately on entering the building
which appears to be the key factor in
determining ``a school's success or failure as
a place of learning'' (Brookover and Lezotte,
1979; Edmonds, 1979; Lezotte, 1992; Reynolds
and Cuttance, 1992; Purkey and Smith, 1983).
Although it is very difficult to define this
concept, school climate is a relatively
enduring quality of the school environment
that is experienced by participants
(administrators, teachers, students) and the
one that influences and affects their behavior
concerning their teaching and the
achievement of the school's goals. In short,
the school climate serves a crucial role in
determining ``what the school is and what it
might become'' (Norton, 1984). Further, a
positive school climate is the atmosphere
where teaching and learning are emphasized
and rewarded and a spirit of collegiality and
collaboration among the staff and between
Georgia Pashiardis
School climate in elementary
and secondary schools: views
of Cypriot principals and
teachers
The International Journal of
Educational Management
14/5 [2000] 224±237
the staff and the principal in reaching the
goals of the school exists. In general,
``climate'' is to an organization what
``personality'' is to an individual (Roueche
and Baker, 1986).
Research in the area of school climate
indicates that certain characteristics are
associated with the climate of effective
schools which is conducive to learning
(Brookover and Lezotte, 1979; Edmonds,
1979; Lezotte, 1992; Reynolds and
Cuttance, 1992; Lezotte, 1991; Pashiardis and
Pashiardi, 1993; Lezotte and Jacoby, 1990).
These characteristics can be summarized as
follows:
.
The principals are the instructional
leaders in their schools. They effectively
define and communicate the mission of
the school to all school participants and
convey a vision of what the school should
and will be.
.
Policies and procedures, rules and
regulations are clear and well-known to
the school participants so that everybody
feels responsible to implement them
consistently.
.
Administrators, teachers, students,
parents and others involved have a
common denominator, ``the plan'', that
includes the school's goals and objectives
and guides the daily behavior of all school
participants (Wynne, 1981).
.
Teachers believe it is their responsibility
to teach all students by using different
teaching procedures and materials based
on the students' learning needs and styles
(Roueche and Baker, 1986).
.
Communication and collaboration among
the school staff is emphasized.
Administrators and teachers work
collaboratively in planning and
coordinating the school curriculum as
well as in implementing new learning
techniques (Campo, 1993).
.
A climate of optimism and high
expectations permeates the classroom.
Teachers maintain an orderly
environment where student success can
be cultivated (Roueche and Baker, 1986).
.
The professional working climate within
an effective school encourages an
awareness and an acceptance of the
community in which it exists. This is
illustrated through participation in
collective community projects (Edmonds,
1979).
In conclusion, when the aforementioned
characteristics are found in a particular
school, effectiveness and success are more
likely to occur. Based on the literature
review, four specific areas (parameters) were
taken together as the composite
characteristics that can lead to a climate of
success within a particular school:
1 communication;
2 collaboration among all the participants;
3 organization and administration; and
4 students.
The four areas mentioned above were
investigated in depth in this study with a
questionnaire. Those areas will be presented
in the following paragraphs so as to shed
some more light on the importance of these
parameters towards achieving a positive
school climate.
In an ideal situation, communication
permeates every aspect of school life (Hoy
and Miskel, 1996). Administrators, teachers
and students share any kind of information
that would help them achieve the goals of the
school and the individual classroom.
Information, which is given in verbal and/or
written form, is clear and precise so that
everybody understands the expectations as
well as the expected outcomes. The role of the
principal in establishing effective
communication is crucial. The principal
provides information about expectations and
outcomes in a professional manner because
teachers and students should know what is
expected in order to be effective and efficient
in the performance of their duties and in
order to achieve their goals (Sergiovanni,
1984).
In achieving the expectations and
outcomes, the spirit of cooperation within the
school is high. All participants have various
opportunities to work jointly with others. A
collegial school environment enhances the
opportunities for teachers, resulting in
greater stimulation at work and higher levels
of work motivation. Numerous studies
indicate that collaboration positively affects
and improves the interpersonal skills of
students, teachers and principals, and
consequently the growth and effectiveness of
the organization (Campo, 1993).
Also, effective communication and
collaboration among the teaching staff are
essential in problem-solving situations and
decision-making processes. Teachers are
treated as professionals and their
participation in the decision-making process
is encouraged by the principals in reaching
the goals of the school (Sergiovanni, 1990).
The school's policies and procedures, goals
and expectations that guide personnel work
are clear and well-known and contribute to
the organization and administration of the
school. The principal assumes the role of
instructional leader, creates a clear
understanding of the school goals and
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Georgia Pashiardis
School climate in elementary
and secondary schools: views
of Cypriot principals and
teachers
The International Journal of
Educational Management
14/5 [2000] 224±237
communicates the mission of the school to
the staff, students, parents and community so
that everybody is committed to the overall
mission (Kimbrough and Burkett, 1990).
Furthermore, the principal tries to foster the
desired climate based on the principles of
collaboration, responsibility and trust in all
school decision-making processes.
Undoubtedly, the principal becomes the
leader in the school and the key to a school's
success, the one who maintains order,
purpose, direction and coherence among the
participants (Roueche and Baker, 1986).
Finally, the school directly influences
students' behavior as well as their lives, and
thus students are the center of every school
activity. Students and their families are
considered important factors in school
effectiveness and success, and thus studentcentredness is established in all aspects of
school life. Teachers as well as
administrators demonstrate positive
behaviors towards all students because they
believe that all students are capable of
succeeding and it is the school's
responsibility to provide opportunities for
student learning and to structure
experiences in ways that will lead to success.
Therefore, all major educational decisions
such as instructional programs, materials
selection and teaching strategies are centred
on meeting each student's learning needs.
In a school with a positive climate,
students receive the best instructional
services. Teachers focus on students'
characteristics, learning styles and
experiences as they try to make learning
relevant to the lives of their students.
Furthermore, they work to establish a
supportive non-threatening climate in which
students are likely to take advantage of
learning opportunities through active
student involvement. Also, they select
appropriate materials and teach thoroughly
and in a holistic way in order to achieve
excellence in education (Borich, 1999).
Finally, the quality of career development of
students is high. Students are provided with
the latest information on what is best for
their future so that they can make the best
possible decisions.
Based on the aforementioned review of the
literature, a study was conducted in Cyprus
on school climate around the four areas
1 communication;
2 collaboration;
3 organization and administration; and
4 students.
The results of the study will be presented
extensively beginning with a description of
the questionnaire and the sample. Finally,
[ 226 ]
some recommendations are made which can
be considered by educational policy makers
with regard to school climate and especially
when they plan changes in the educational
system.
Questionnaire, sample, procedures
This study was addressed to all principals
and teachers that were employed by the
Ministry of Education of Cyprus in public
schools, both elementary and secondary,
during the year 1995-1996. These teachers'
beliefs concerning their school's climate
were investigated through a questionnaire
which was designed and pilot-tested
specifically for this study. The questionnaire
is based on the various studies that took
place during the last three decades in the
USA and in Europe on effective schools
(Brookover and Lezotte, 1979; Edmonds, 1979;
Edmonds and Fredericksen, 1978; Fuller,
1987; Lezotte, 1992; Levine and Lezotte, 1990;
Mortimore et al., 1988; Reynolds and
Cuttance, 1992; Rutter et al., 1979).
The questionnaire was structured around
four parameters as was previously
mentioned: communication, collaboration,
organization and administration, and
students. Communication was examined
through nine items (questions); collaboration
was investigated through seven items
(questions) asking participants about the
spirit of collaboration among teachers as well
as between teachers and their immediate
supervisors. Under organization and
administration eight items (questions) were
included relating to the school's
organizational rules and policies. Finally,
there were six items (questions)
investigating the parameter students. In
total, the questionnaire (see Appendix)
includes 30 questions regarding school
climate and five demographic questions
(gender, age, position, total years of
experience etc.) for the participants.
The participants were asked to circle the
number on a three-point Likert-type scale
from 0 to 3 that better expressed their views
concerning the climate of their school (where
0 = not applicable, where 1 = not at all
satisfied, 2 = satisfied to a small extent, 3 =
satisfied to a great extent). Finally, there
were two scales in this questionnaire for
each item. The first scale asked the
participants to describe the school climate as
is currently exists whereas the second scale
asked them to describe how the school
climate should be ideally.
The sample for this study was randomly
selected from among all elementary and
Georgia Pashiardis
School climate in elementary
and secondary schools: views
of Cypriot principals and
teachers
The International Journal of
Educational Management
14/5 [2000] 224±237
secondary school principals and teachers
employed in the public schools during the
year 1995-1996[1]. A total of 1,534
questionnaires were sent out (754 to
elementary school teachers and principals
and 780 to secondary school teachers and
principals).
As shown in Table I, 765 questionnaires
were received: 300 questionnaires from the
elementary school teachers and principals
and 465 from the secondary school teachers
and principals. The response rate from the
elementary school participants was not as
high as was expected (40 per cent) and,
therefore, the results cannot be generalized
to the extent we would wish to be able to do
so. However, the results for the secondary
school participants can be generalized with
more confidence because the response rate
(60 per cent) was very good for that group.
Results
Different statistical procedures, both
descriptive and inferential, were employed to
analyze the data. More specifically, means
and standard deviations were calculated and
analyzed for the first research question
which was focused on the main areas of the
school climate which are in need of most
improvement. The attitudes of secondary
school principals concerning this item are
shown in Table II.
As shown in Table II, there is a big
difference between the school climate as it is
and the school climate as it should be on the
item that refers to the written feedback that
the principals received from their immediate
supervisor. Also, the third item in this Table,
which refers to the extent that the verbal
feedback principals receive from their
immediate supervisor is useful for their
work, is in dire need of change.
Table III presents the views of elementary
school principals on specific items which are
in need of most improvement.
The perceptions of both secondary and
elementary school principals are similar to a
great extent as far as the main areas of school
climate which are in need of most
improvement. Specifically, seven of the items
Table I
Response rate (n = 765)
Sent out
Number
Elementary school teachers and principals
Secondary school teachers and principals
Total
754
780
1,534
Response rate
Number Percent
300
465
765
40
60
100
that appeared in Table II appear in Table III
as well.
The parameter of organization and
administration is the one that needs to be
improved, as the results of the analysis
indicated, since most of the items identified
fall within this parameter. The elementary
school principals expressed the belief that
the two items (Nos 20 and 21) which refer to
the usefulness of the written and verbal
feedback that the teachers receive from their
immediate supervisor, need to be seriously
considered and improved.
Next, Table IV shows the perception of
secondary school teachers for the same
research question.
The secondary school teachers seem to be
most disappointed with the parameter
related to students. The item that examines
the extent to which education helps students
develop skills (e.g. self-learning, problem
solving) (No. 29) according to secondary
school teachers and the principals in both
secondary and elementary schools needs to
be improved. Also, the same group is not
satisfied with the school environment (No.
30).
The views of elementary school teachers
who responded to the questionnaire are
shown in Table V. The following views,
again, concern the questionnaire items that
are in need of most improvement
As shown in Table V, the elementary
school teachers and their colleagues in the
secondary schools (teachers and principals)
are not satisfied with the area of organization
and administration and specifically with
items 20 and 21. Both items examine the
extent to which the teachers perceived the
written and the verbal feedback received
from their immediate supervisor useful to
their work. Further analysis of the data
indicated that there are two items that need
to be improved which belong to the
parameter students, (Nos 30 and 29), three
that belong to the parameter collaboration
(Nos 14, 15, 16) and one to communication
(No. 7).
In conclusion, the major findings
concerning the four parameters and the
individual items of the questionnaire are
summarized in Table VI according to the
views of the four groups of participants.
First, there is big similarity among the
four groups of participants (teachers and
principals) concerning the questionnaire
items that are in need of improvement.
Specifically, four items appeared in all four
groups. These items are: ``To what extent are
the expected standards for classroom
instruction as well as the standards for the
school accepted by everybody involved in the
[ 227 ]
Georgia Pashiardis
School climate in elementary
and secondary schools: views
of Cypriot principals and
teachers
Table II
Ten items which are in need of most improvement based on the views of secondary school
principals
The International Journal of
Educational Management
14/5 [2000] 224±237
Items
20 To what extent is the written feedback you receive from your
evaluator (inspector) useful for your work?
29 To what extent does the education offered help students develop
skills (i.e. self-learning, problem solving)?
21 To what extent is the verbal feedback you receive from your
evaluator (inspector) useful for your work?
7 To what extent are the expected standards for classroom
instruction as well as the standards for the school in general,
accepted by everybody involved in the school (i.e. parents)?
15 To what extent do you have opportunities to present new ideas
that can be used by other colleagues?
30 To what extent is the school environment pleasant for students?
26 To what extent do you feel the quality of education offered to
students is good?
28 To what extent do you feel that the education offered helps the
career development of the students?
10 To what extent do you feel that you have opportunities to work
collaboratively with other colleagues?
12 To what extent are you satisfied with the spirit of collaboration
among different grade level teachers?
Mean
Standard
deviation
Difference
1.87
0.69
1.03
1.98
0.64
1.02
2.00
0.73
0.93
2.05
0.53
0.85
2.07
2.16
0.60
0.64
0.85
0.82
2.14
0.52
0.81
2.18
0.54
0.80
2.19
0.55
0.78
2.19
0.55
0.76
Note: The number of each item corresponds to the number in the questionnaire. Also the questionnaire items
appear in rank order beginning with the one that is in the greatest need of improvement
Table III
Ten questions which are in need of most improvement based on the views of elementary school
principals
Items
20 To what extent is the written feedback you receive from your
evaluator (inspector) useful for your work?
29 To what extent does the education offered help students develop
skills (i.e. self-learning, problem solving)?
21 To what extent is the verbal feedback you receive from your
evaluator (inspector) useful for your work?
19 To what extent is the written feedback you receive from your
immediate supervisor useful for your work?
16 To what extent do you feel that your work is recognized and
appreciated?
26 To what extent do you feel the quality of education offered to
students is good?
28 To what extent do you feel that the education offered helps the
career development of the students?
6 To what extent are the expected standards for the classroom
instruction as well as the standards for the school in general
clearly defined by your immediate supervisor?
15 To what extent do you have opportunities to present new ideas
that can be used by other colleagues?
7 To what extent are the expected standards for classroom
instruction as well as the standards for the school in general
accepted by everybody involved in the school (i.e. parents)?
Mean
Standard
deviation
Difference
1.96
0.70
0.84
2.17
0.57
0.80
2.14
0.62
0.78
2.10
0.64
0.70
2.30
0.72
0.70
2.29
0.58
0.69
2.22
0.54
0.67
2.26
0.69
0.66
2.29
0.70
0.65
2.25
0.56
0.64
Note: The number of each item corresponds to the number in the questionnaire. Also the questionnaire items
appear in rank order beginning with the one that is in the greatest need of improvement
[ 228 ]
Georgia Pashiardis
School climate in elementary
and secondary schools: views
of Cypriot principals and
teachers
Table IV
Ten questions which are most in need of improvement based on the views of secondary school
teachers
The International Journal of
Educational Management
14/5 [2000] 224±237
Items
29 To what extent does the education offered help students develop
skills (i.e. self-learning, problem solving)?
30 To what extent is the school environment pleasant for students?
7 To what extent are the expected standards for the classroom
instruction as well as the standards for the school in general
accepted by everybody involved in the school (i.e. parents)?
20 To what extent is the written feedback you receive from your
evaluator (inspector) useful for your work?
15 To what extent do you have opportunities to present new ideas
that can be used by other colleagues?
28 To what extent do you feel that the education offered helps the
career development of the students?
26 To what extent do you feel the quality of education offered to
students is good?
14 To what extent are decisions made collaboratively for problem
solving among different grade teachers?
16 To what extent do you feel that your work is recognized and
appreciated?
24 To what extent do you feel that decisions are made at the
appropriate level of the educational system?
Mean
Standard
deviation
Difference
2.08
2.09
0.63
0.68
0.83
0.83
2.08
0.60
0.73
2.08
0.69
0.71
2.13
0.66
0.70
2.20
0.62
0.70
2.24
0.62
0.67
2.17
0.65
0.67
2.23
0.68
0.66
2.15
0.63
0.65
Note: The number of each item corresponds to the number in the questionnaire. Also the questionnaire items
appear in rank order beginning with the one that is in the greatest need of improvement
Table V
Ten questions which are most in need of improvement based on the views of elementary school
teachers
Items
20 To what extent is the written feedback you receive from your
evaluator (inspector) useful for your work?
21 To what extent is the verbal feedback you receive from your
evaluator (inspector) useful for your work?
30 To what extent is the school environment pleasant for students
29 To what extent does the education offered help students to
develop skills (i.e. self-learning, problem solving)?
16 To what extent do you feel that your work is recognized and
appreciated?
24 To what extent do you feel that decisions are made at the
appropriate level of the educational system?
7 To what extent are the expected standards for the classroom
instruction as well as the standards for the school in general
accepted by everybody involved in the school (i.e. parents)?
19 To what extent is the written feedback you receive from your
immediate supervisor useful for your work?
14 To what extent are decisions made collaboratively for problem
solving among different grade level teachers?
15 To what extent do you have the opportunities to present new ideas
that can be used by other colleagues?
Mean
Standard
deviation
Difference
1.94
0.75
0.84
2.13
2.33
0.76
0.67
0.71
0.63
2.30
0.62
0.62
2.30
0.64
0.62
2.12
0.70
0.60
2.24
0.62
0.60
2.12
0.71
0.60
2.22
0.69
0.59
2.28
0.62
0.58
Note: The number of each item corresponds to the number in the questionnaire. Also the questionnaire items
appear in rank order beginning with the one that is in the greatest need of improvement
[ 229 ]
Georgia Pashiardis
School climate in elementary
and secondary schools: views
of Cypriot principals and
teachers
The International Journal of
Educational Management
14/5 [2000] 224±237
Table VI
Summary of major findings (item numbers)
Parameter
SP
(Item numbers)
EP
ST
SP
Communication
(Items 1-9)
7
6
7
7
7
Collaboration
(Items 10-16)
10
12
15
15
16
14
15
16
14
15
16
Organization and
administration
(Items 17-24)
20
21
19
20
21
20
24
19
20
21
24
Students
(Items 25-30)
26
28
29
30
26
28
29
26
28
29
30
29
30
Key: SP = Secondary school principals; EP =
Elementary school principals; ST = Secondary school
teachers; ET = Elementary school teachers
school?'' (No. 7); ``To what extent do you have
opportunities to present new ideas that can
be used by other colleagues?'' (No. 15); ``To
what extent is the written feedback you
receive from your evaluator (inspector)
useful for your work?'' (No. 20); ``To what
extent does the education offered helps
students to develop skills (i.e. self-learning,
problem solving)?'' (No. 29).
Second, elementary and secondary school
teachers would like the expected standards
for their classrooms as well as for the school
in general to be more accepted from
everybody involved in the school (i.e.
parents). This is related to the parameter of
communication and to item No. 7 which was
indicated by all four groups of participants in
this study as needing great improvement.
Third, teachers (elementary and secondary)
are quite disappointed with regards to items
15 and 16 that are included in the parameter
collaboration. They feel that in their schools
the opportunities to present new ideas which
can be used by other colleagues are very
limited. Also, they seemed to be concerned
with the fact that their work is not recognized
and appreciated by everybody involved in the
school.
Fourth, teachers (elementary and
secondary ) are quite disappointed with the
area of organization and administration.
They indicated their concerns on all
organizational and management issues but
they feel that especially the teachers'
supervision and evaluation procedures are
very problematic. As shown in Table VI, all
four groups of participants in this study
expressed the belief that items 20 and 21
[ 230 ]
(which refer to the verbal and written
feedback that the teachers receive from their
inspectors) need to be improved.
Finally, in the parameter students, all
participants from elementary as well as
secondary education indicated that the
quality of education offered is not so good
and does not help students to develop skills
(i.e. self-learning, problem solving, etc.).
Items 26 and 29 are related to those two issues
and were pointed out by all participants as
needing improvement.
Another research question in this study
explored whether there are any differences
or/and similarities between secondary and
elementary school teachers and principals
with regard to their views about the school's
climate. The main findings of the analysis of
the data are shown in Table VII which
presents the statistically significant
differences (p = 0.5) between secondary and
elementary teachers and principals.
There were statistically significant
differences between secondary and
elementary education in three parameters of
the questionnaire (communication,
organization and administration, and
students). Those differences can be
summarized as follows:
.
The elementary school teachers believed
that the expected standards for classroom
instruction as well as the standards for
the school in general are accepted by
everybody involved in the school (No. 7) to
a greater extent than is believed by their
counterparts in secondary education.
.
The secondary school principals and
teachers believed that written
communication with their immediate
supervisor (No. 9) is better compared with
their colleagues in elementary education.
.
Also, the elementary school teachers feel
that they have more freedom to plan and
set their own work schedule and take
initiatives within their school
environment than their secondary school
counterparts (Nos 22 and 23). However,
they are not satisfied with the written
feedback received from their inspectors
(No. 20).
.
Finally, the elementary school teachers
feel more positive with regard to the
quality of education offered to students
(No. 26) when compared with secondary
school teachers.
Furthermore, this study included an
investigation of a research question that
focused on differences in the views expressed
about the school climate based on the gender
of the respondents and their teaching
experience. In Table VIII, based on gender,
Georgia Pashiardis
School climate in elementary
and secondary schools: views
of Cypriot principals and
teachers
The International Journal of
Educational Management
14/5 [2000] 224±237
Table VII
Statistically significant differences between secondary education and elementary education
about the school climate in public schools in Cyprus
Items
Mean
7 To what extent are the expected standards for classroom
instruction as well as the standards for the school in general
accepted by everybody involved in the school (i.e. parents)?
9 To what extent is the written communication from your
immediate supervisor good?
19 To what extent is the written feedback you receive from your
immediate supervisor useful for your work?
20 To what extent is the written feedback you receive from your
evaluator (inspector) useful for your work?
22 To what extent are there opportunities for undertaking
initiatives and responsibilities in the school?
23 To what extent do you set your own work schedule for your
classroom?
26 To what extent do you feel the quality of education offered to
students is good?
28 To what extent do you feel that the education offered helps the
career development of the students?
29 To what extent does the education offered help students to
develop skills (i.e. self-learning, problem solving)?
30 To what extent is the school environment pleasant for
students?
Elementary 2.18
Secondary 2.06
Elementary 2.07
Secondary 2.25
Elementary 1.63
Secondary 2.07
Elementary 1.33
Secondary 1.63
Elementary 2.47
Secondary 2.36
Elementary 2.50
Secondary 2.36
Elementary 2.36
Secondary 2.21
Elementary 2.27
Secondary 2.18
elementary 2.25
Secondary 2.02
Elementary 2.30
Secondary 2.05
principals and teachers from secondary and
elementary education expressed statistically
significant different views in 12 items of the
questionnaire.
There were statistically significant
differences in all four areas of the
questionnaire (communication,
collaboration, organization and
administration, students). Two items belong
to the parameter communication (Nos 6 and
7), three to the parameter collaboration (Nos
11, 12 and 16), four to organization and
administration (Nos 17, 24, 20 and 21) and
three to the parameter students (Nos 25, 26
and 27). The general comment that one could
conclude based on the analysis with regard to
gender is that women seemed to feel more
satisfied about their particular school's
climate than men.
Moreover, more experienced teachers had
slightly different views when compared with
less experienced teachers in five items of the
questionnaire (see Table IX).
Based on the analysis, there were
statistically significant differences in two
parameters of the questionnaire
(organization and administration and
students). Two items belong to the parameter
organization and administration (Nos 21 and
22) and three to the parameter students (Nos
27, 28 and 29). In the items that belong to the
parameter students, the more experienced
teachers are more satisfied when compared
with the less experienced teachers.
t-test
p-value
2.24
0.025
±2.34
0.020
±5.43
0.0001
±3.53
0.0001
2.16
0.031
2.40
0.017
3.06
0.002
1.98
0.050
±4.35
0.0001
4.42
0.0001
Discussion and conclusions
Both elementary and secondary school
principals and teachers indicated that the
climate in their particular school is
satisfactory, with an overall mean of 2.33 on a
three-point Likert-type scale. Specifically, the
lowest mean was given to the parameter
organization and administration (2.26), the
second lowest to the parameter students
(2.29) and the third lowest to the parameter
collaboration (2.31). Therefore, one could
conclude that the above areas are in most
need of improvement and change with regard
to school climate in the public schools of
Cyprus.
In the parameter of communication,
teachers from secondary as well as
elementary education would like the
expectations of their immediate supervisor to
be clearly defined concerning the expected
standards especially when initiatives are
introduced. Most certainly, this parameter
can be improved in the long term if the shortterm goals are stated clearly and
communicated to everybody involved in
their implementation. That will contribute to
the establishment of effective
communication among teachers and their
immediate supervisors as well as to the
acceptance of any planned initiatives.
The spirit of collaboration among
colleagues (same grade level and different
grade level) as well as the opportunities that
the teachers have to present and share new
[ 231 ]
Georgia Pashiardis
School climate in elementary
and secondary schools: views
of Cypriot principals and
teachers
The International Journal of
Educational Management
14/5 [2000] 224±237
Table VIII
Statistically significant differences concerning school climate in public schools in Cyprus based
on gender
Items
6 To what extent are the expected standards for classroom
instruction as well as the standards for the school in general,
clearly defined by your immediate supervisor?
7 To what extent are the expected standards for classroom
instruction as well as the standards for the school in general
accepted by everybody involved in the school (i.e. parents)?
11 To what extent are you satisfied with the spirit of collaboration
among same grade level teachers?
12 To what extent are you satisfied with the spirit of collaboration
among different grade level teachers?
16 To what extent do you feel that your work is recognized and
appreciated?
17 To what extent do you feel that school's rules and policies
guide your work?
20 To what extent is the written feedback you receive from your
evaluator (inspector) useful for your work?
21 To what extent is the verbal feedback you receive from your
evaluator (inspector) useful for your work?
24 To what extent do you feel that decisions are made at the
appropriate level of the educational system?
25 To what extent do you feel that the actions taken at school are
student-centered?
26 To what extent do you feel the quality of education offered to
students is good?
27 To what extent do you feel that the teachers try to perform to
the maximum extent possible?
Mean
t-test
p-value
Male 2.24
Female 2.40
±2.89
0.004
±2.14
0.033
±3.38
0.0001
±2.98
0.003
±3.13
0.002
±3.37
0.001
±3.01
0.003
±2.94
0.003
±2.04
0.042
±2.24
0.026
±4.66
0.0001
±5.29
0.0001
Male 2.03
Female 2.14
Male 2.25
Female 2.44
Male 2.12
Female 2.29
Male 2.09
Female 2.28
Male 2.21
Female 2.38
Male 1.38
Female 1.62
Male 1.89
Female 2.09
Male 2.00
Female 2.12
Male 2.23
Female 2.35
Male 2.13
Female 2.35
Male 2.44
Female 2.68
Table IX
Statistically significant differences between more experienced teachers and less experienced
teachers concerning school climate in public schools in Cyprus
Items
21 To what extent is the verbal feedback you
receive from your evaluator (inspector) useful
for your work?
22 To what extent are there opportunities for
undertaking initiatives and responsibilities in
the school?
27 To what extent do you feel that the teachers
try to perform to the maximum extent possible?
28 To what extent do you feel that the education
offered helps the career development of the
students?
29 To what extent does the education offered help
students develop skills (i.e. self-learning,
problems solving)?
teaching ideas (techniques, materials, etc.)
are two issues that teachers at both levels are
quite concerned with in the area of
collaboration. Based on the results, one could
comment that teachers have few
opportunities to introduce and share their
ideas with their colleagues, probably because
the school atmosphere is very competitive
and there are no incentives to stimulate
[ 232 ]
t-test
p-value
3.35
0.001
±2.61
0.009
3.33
0.001
Experience < 14 years.2.27
Experience > 14 years.2.15
2.53
0.012
Experience < 14 years.2.17
Experience > 14 years2.06
2.14
0.33
Mean
Experience < 14 years.2.13
Experience > 14 years.1.91
Experience < 14 years.2.35
Experience > 14 years.2.48
Experience < 14 years.2.66
Experience > 14 years.2.51
teachers to do so. The lack of any incentives,
either financial or career development, does
not encourage the teachers to become
creative and enthusiastic about their job,
which in many instances is not recognized
and appreciated by other school participants
and parents. Therefore, the educational
system should provide the necessary
incentives to teachers and show appreciation
Georgia Pashiardis
School climate in elementary
and secondary schools: views
of Cypriot principals and
teachers
The International Journal of
Educational Management
14/5 [2000] 224±237
and respect for their work if the educational
goals are to be reached to the maximum
extent possible in a collaborative atmosphere.
Another result in this study indicates that
the teachers are not pleased with the
teachers' supervision system which is
currently utilized. Based on other studies
(Pashiardis, 1996) that took place in Cyprus,
the teachers' evaluation procedures followed
by inspectors are not effective. Inspectors in
the Cyprus educational system inspect
teachers formally during the two-year
probation period and then again after the
12th year of service when teachers become
eligible for promotion. Furthermore, the
inspectors are not required to report their
comments to teachers, and thus teachers
receive no written feedback at all. Therefore,
the areas of organization and administration,
and especially the aspect of inspection, are in
dire need of improvement and changes in the
existing procedures should be introduced.
Finally, the teachers in this study
mentioned that the schools' facilities do not
support the educational aims of the
educational system. Their main consideration
is that the physical condition of the school
itself and its environment (heating,
ventilation, acoustics, educational spaces,
etc.) do not create a pleasant atmosphere for
students or teachers. Therefore, it is
important (and urgent) that the physical
environment be assessed and, consequently,
the existing facilities be improved and
replaced so that the schools become attractive
and better equipped. Moreover, in the area of
students, the goals of the educational program
should be reviewed so that the emphasis on
the quality of education offered to students
can be reinforced. Specifically, the curriculum
is very content-oriented and does not assist
students to develop their creativity and
independence in their learning. Therefore,
developing learning strategies should become
a major goal in the curriculum considering
that the education offered to students should
help their career development, especially
nowadays as people are often required to
change their careers and occupation three or
four times in their career history.
In conclusion, similar studies concerning
school climate and examining other
parameters or factors that contribute to the
development of a positive school climate can
be explored in the future so that the picture
becomes more complete. Undoubtedly, school
climate is a major correlate of effective
schools and contributes significantly to
learning and to the joy of learning.
Note
1 In Cyprus, education is provided through preprimary and primary schools, secondary
general schools and secondary technical
vocational schools, special schools, Cyprus
University and other higher-level institutions.
Primary education has always been free and
compulsory since 1962. Children begin their
primary education at the age of five years and
eight months and leave when they have
completed the prescribed six-year course.
During the shool year 1995-1996 there were 359
public primary schools in Nicosia, Limassol,
Larnaca, Paphos and Famagusta with 62,926
students and 3,206 teachers.
Secondary education is pursued mainly at
public schools but there are also a few private
ones. Entrance is open to all primary school
leavers without any examinations. Free
education was first introduced in 1972-1973 for
grade I and by 1985-1986 it was extended to all
grades.
In secondary education there are basically
two types of seconday schools:
1) Secondary general: public schools in this
category are the gymnasia and lyceums
where schooling consists of two stages.
Stage I (gymnasia) comprises the first
three grades and the emphasis is on
general subjects and the humanities.
Stage II (lyceums) comprises the last
three grades and specialization begins in
grade IV. During the school year 1995-1996
there were 86 secondary schools with
49,174 students and 3,754 teachers.
2) Technical and vocational: schools in this
category aim at providing local industry
with technicians and craftspeople. These
schools accept pupils at the second stage
only, beginning in the fourth years. Each
school has two departments, the technical
and vocational. The technical lays
emphasis on theory and practice in
science and technical knowledge and
skills. During the school year 1995-1996,
4,410 students were enrolled with 574
teachers serving in this specialization.
References
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[ 233 ]
Georgia Pashiardis
School climate in elementary
and secondary schools: views
of Cypriot principals and
teachers
The International Journal of
Educational Management
14/5 [2000] 224±237
[ 234 ]
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Georgia Pashiardis
School climate in elementary
and secondary schools: views
of Cypriot principals and
teachers
The International Journal of
Educational Management
14/5 [2000] 224±237
Appendix. School climate questionnaire
Georgia Pashiardis
Please, for each item circle the number that best presents your beliefs concerning the school
climate of your school as you perceive it now (is) and as you would like it to be ideally (should
be). Please use the following scale:
0 = not applicable; 1 = not at all satisfied; 2 = satisfied to a small extent; 3 = satisfied to a great
extent
Communication
1. To what extent do you feel satisfied with the information you are given by your immediate
supervisor?
is
should be
0
1
2
3
0
1
2
3
2. To what extent do you feel that the information you are given by your immediate
supervisor is related to and is useful for the smooth operation of the school?
is
0
1
should be
2
3
0
1
2
3
3. To what extent is everybody who is involved in the school kept informed by their
immediate supervisor?
is
0
1
should be
2
3
0
1
2
3
4. To what extent are the immediate supervisor's expectations about the school's desired
standards known to the staff?
is
0
1
should be
2
3
0
1
2
3
5. To what extent are the immediate supervisor's expectations about the school's desired
standards clear to the staff?
is
0
1
should be
2
3
0
1
2
3
6. To what extent are the expected standards for classroom instruction, as well as the
standards for the school in general, clearly defined by your immediate supe