SCHOOL CLIMATE AND BEHAVIOR MANAGEMENT IN ROMANIAN SCHOOLS
Georgeta Chirleè˜an and
Cristina DUMITRU Tä‚bä‚caru
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Maria Constantinescu: Doctoral School of Social Sciences and Humanities, University of Craiova
Georgeta Chirleè˜an: University of Pitesti, Department of Psychology
Cristina DUMITRU Tä‚bä‚caru: Department of Educational Sciences, Faculty of Educational Sciences
Social Sciences and Education Research Review, 2019, vol. 6, issue 2, 149-164
A healthy learning environment is most of the time positively correlated with a positive school climate. The present article is aiming to provide an overview on school wide discipline prevention in Romanian educational context and to identify existing practices to support and prevent school indiscipline in order to create a positive school environment which will facilitate learning. Participants included 114 teachers from primary and secondary schools and 5 stakeholders from ArgeÈ™ county, Romania. The main research questions investigated the school climate and addressed the assessment of existing practices in reducing student disruptive behavior and enhancing student competence and teacher classroom management in place in nowadays schools. The main findings of the research indicate a grow of disruptive behaviors and indiscipline in classrooms. The urge of effective classroom management techniques is a major concern for teachers who state that classroom discipline as their biggest problem. The number of classroom disruptive behaviors is increasing and school indiscipline is a real phenomenon that cannot be denied and have to be addressed. Hence the preoccupations at the national level of teachers and school decision-makers to address it efficiently.
Keywords: discipline; socio-emotional support; positive school climate; SWPBS (search for similar items in EconPapers)
JEL-codes: Z0 (search for similar items in EconPapers)
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Persistent link: https://EconPapers.repec.org/RePEc:edt:jsserr:v:6:y:2019:i:2:p:149-164
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