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The study investigated the correlation between school communication and teachers' perceptions of the school's innovative climate in the Israeli education system during the coronavirus disease 2019 (COVID-19) crisis. Furthermore, this study examined the role of affective commitment and the role of sector (Arab or Jewish) in these correlations.

First, Arab and Jewish teachers studying toward their MA degree were randomly selected from 2 higher education institutes in Israel, and then other teachers were selected using the snowball method through teacher groups on the Facebook social network and WhatsApp groups (N = 383).

The findings revealed major differences between Arab and Jewish teachers. Among Arab teachers, the correlation between school communications and an innovative climate was found to be mediated through affective commitment, whereas among Jewish teachers, a direct correlation was found between the first two variables. The correlation between school communications and affective commitment was found to be stronger among Arab teachers than among Jewish teachers.

The study results confirmed that school communication and affective commitment hold a significant predictive value in school innovation and highlight the importance of affective commitment in supporting innovation. The study adds to the body of research directed at identifying antecedents to innovative climate as well as studies examining the effects of school communications on affective commitment and innovative climate in a multicultural society, both in regular and emergency situations. The findings can also provide valuable insights for culturally sensitive and relevant education policy design and management in the post-COVID-19 period.

School climate, or the physical and social conditions of the learning environment, has implications for academic achievement. The paper aims to discuss this issue.

The authors examine how school climate varies by school-level characteristics in California using administrative data and the California School Climate Survey.

Teachers/staff at secondary schools, schools in large cities, schools that serve low-income populations, Hispanic- and black-majority schools, and/or low-performing schools reported less positive school climates, including staff/student relationships, norms and standards, student facilitative behaviors, and perceived safety, than their counterparts, paralleling other education inequity trends.

The authors encourage educators and school leaders to use data-driven and evidence-based strategies to overcome systematic inequities in positive school climate in order to create social contexts that nurture students’ academic progress and teacher retention particularly in historically under-resourced schools.

Using structural equations modeling, this study explored the association between school ethical climate (characterized by values of caring, rules and a professional code) and two types of parental involvement: cooperation‐based and conflict‐based. The mediating effects of perceived parental influence and trust and parents’ socioeconomic (SES) level were considered as well. School‐level data were obtained from 157 teachers representing 20 elementary schools in Israel, and individual‐level data were obtained from 936 parents. Results showed that an ethical climate characterized by rules and a professional code was more common and more strongly related to parental involvement than a caring climate. Different patterns were detected for the two SES groups: high‐SES parents tended to be less involved (both cooperation‐wise and conflict‐wise) than low‐SES ones when the school climate was perceived as more ethical. Results have implications for research on school values and school culture.

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.

Middle schools are becoming increasingly more pervasive ‐ all but replacing traditional junior high schools. Because they are neither elementary nor high schools, the organizational climates of middle schools are unlikely to be adequately tapped by standard measures designed for other structures. Conceptualizes and develops a measure of the organizational climate of middle schools, generates a typology of school climates based on openness, and tests the relationship between climate and authenticity in teacher and principal behaviour. Finds that openness in the school climate is directly related to authenticity in both.

Self-determination theory was used to conceptualize a type of school climate that has consequences for the social, emotional and cognitive well-being of students. The purpose of this paper is to argue that a need-supportive climate emerges through a general pattern of interactions that students experience as supporting their psychological needs.

A hypothesized model was tested whereby the latent need-supportive climate variable was predicted to work through identification with school to influence student grit. Ex post facto data were collected during the 2015–2016 school year from a random sample of students in either the 5th, 8th, or 11th grades in 71 schools located in a southwestern city in the USA. A total of 3,233 students received surveys. Of these students, the authors received useable responses from 2,587 students for a response rate of 80 percent.

Findings support the hypothesis that autonomy-support, competence-support and relational-support are integrated and combine to shape experiences that align with student psychological needs. Additionally, students who experienced a need-supportive climate were also more likely to identify with school and expressed higher grit toward academic pursuits.

A need-supportive climate adds meaning to more general characterizations of school life (e.g. healthy, supportive, open, etc.) and it affords a theoretically derived explanation for how the social side of schools nurtures the inner determination of students to excel.

The task of changing the organizational climate of a school is only one tiny example of the fundamental issue of permanence and change. This example can only be understood in the light of a broad social and intellectual matrix. Two prime questions are: Under what conditions can the organizational climate be changed? If it can be changed, what approach is most appropriate? There is a great deal that is not known about organizational climate. Research is needed into the development of norms, the control of variables in experimental situations, the effects of size and “human density” and the influence of bureaucracy. Though we may be anxious to change organizational climate, one thing is clear—social change takes place slowly. To force its growth “out of phase” is to invite unanticipated social consequences. If the nature of social change is to be understood the planners, scientists, technologists need to maintain dialogue with each other. We must create in our society an “open” organizational climate that encourages the human dialogue.

The global COVID-19 crisis posed many managerial and leadership challenges for principals. More specifically, after the crisis passed noticeable changes in school climate manifested and affected principal management style. The present study examined perceptions of principals regarding school climate and its impact on management style. The research literature clearly affirms the profound impact of school climate in terms of the relationship between students and school leaders. The study focused solely on religious high schools because, in Israel, the negative impact of the pandemic was most marked there.

The study was qualitative in nature, and included semi-structured interviews with 10 religious school principals in Israel. Study participants were asked about the existing school climate and their management style in light of the COVID-19 period.

This study indicated that positive school climate and interpersonal relationships between principals and students were affected by the COVID-19 crisis. Study participants reported that principals had to work arduously in the post-COVID-19 period to restore and improve positive school climate and consequently their management style also needed altering. Specifically, restoring open lines of communication and a sense of belonging as the main components of the school climate were the main foci of principal work. The principals' management style had to be more open and inclusive to restore a sense of belonging and security among students.

The study highlights the importance of an open and inclusive management style to restore positive school climate after crises.

School climate strikes are opening spaces of appearance, becoming differently active forms of public pedagogy where new and previously unthought collective climate action is possible. This inquiry contributes to understanding school climate strikes as important forms of climate justice activism by exploring how they work as public pedagogy.

The inquiry process involved poetic inquiry to produce an affective poetic witness statement to an event of school climate strikes, and then a performative enactment of diffractive reading using the poem created. The diffractive reading is used to conceptualise school climate strikes as public pedagogy and move towards an understanding of how school climate strikes work as public pedagogy. Diffused throughout is the question of where the more-than-human fits in public pedagogy and youth climate justice activism.

School climate strikes are dynamic and differently acting (diffracting) public pedagogies that work by open spaces of appearance that enable capacities for collective action in heterogeneous political spaces. Consideration of entanglements and intra-actions between learner, place, knowledge and climate change are productive in understanding how phenomena work as public pedagogy.

This inquiry extends on important considerations in both climate change education and public pedagogy scholarship. It diffuses consideration of the more-than-human throughout the inquiry and enacts a move beyond the humanist limits of existing public pedagogy scholarship by introducing climate intra-action, heterogeneous political spaces and non-conforming learning to an understanding of activist public pedagogies and the educative agent.

The educational environment in Taiwan's primary and secondary schools is becoming increasingly diverse and complex. This study examined the relationship between primary and secondary school principals' working values, organisational climate and organisational adaptation.

Data were collected from the third Teaching and Learning International Survey (TALIS), which targeted 401 principals in Taiwan's primary and secondary schools, conducted in 2018 by the Organisation for Economic Co-operation and Development (OCED). In this study, a structural equation model was constructed.

The results indicated that primary and secondary school principals generally had positive work values, and their schools' organisational climate and adaptation were positive. In addition, the work values, organisational climate and organisational adaptation models showed good fit for a variety of potential variables. Furthermore, the organisational climate had a mediating effect that strengthened the principals' work values and was a major factor in enhancing organisational adaptation. The results suggest that in addition to principals' positive work values, fostering a cooperative organisational climate—such as the perceived level of support from supervisors and the environment—is essential to enhance schools' organisational adaptation.

The principal's work value has a profound impact on the creation of a school's organisational atmosphere, the cohesion of members' consensus and the organisation's contingency decision-making in response to the external environment. This study adduces more diverse recommendations for the development of school affairs.