TY  - JOUR
AB  - The concept of climate is a recurring theme of the three sections
of this article. The inadequacy of climate as a metaphor is addressed in
the first section. Teachers do, however, use the term
“climate” in an explanatory and predictive way. When
evaluators and researchers work with teachers they have a particular
responsibility both in provision of data and in the use of concepts
which frame the data. These and related issues form the second section.
The third and major section portrays a model of culture which
acknowledges overt and covert meanings as well as the interaction of the
different levels of the model, namely beliefs, values, norms and
standards, and finally behaviour. The discussion develops a linkage from
the culture of the organisation to wider societal influences. School
climate is placed as the most superficial level of the interactive model
of school culture.
VL  - 29
IS  - 2
SN  - 0957-8234
DO  - 10.1108/09578239110003309
UR  - https://doi.org/10.1108/09578239110003309
AU  - Maxwell T.W.
AU  - Ross Thomas A.
PY  - 1991
Y1  - 1991/01/01
TI  - School Climate and School Culture
T2  - Journal of Educational Administration
PB  - MCB UP Ltd
Y2  - 2024/05/08
ER  -