ШКОЛСКА КЛИМА КАО ПРЕДИКТОР ПРОБЛЕМАТИЧНИХ ПОНАШАЊА ДЕЦЕ И МЛАДИХ
SCHOOL CLIMATE, ITS IMPORTANCE FOR STUDENTS' BEHAVIOR AND POSSIBILITIES OF MEASUREMENT

Summary/Abstract: The research interest in school climate began during the middle of last century, while it reached its peak in the following years. The early studies in this field have been focused on the school staff perception of the school organization, as well as on the identification of the factors which contribute most to school efficiency. The students’ views of a school life have become the center of the research interest later on. There is no consensus among the researchers about what school climate actually refers to. School climate refers to different aspects of school life and school organization – the students’ material environment, quality and quantity of interactions in school, academic achievements, support, etc. In this paper, the problem behavior is conceptualized according to Richard Jessor and includes juvenile delinquency, antisocial behavior, risk behaviors, conduct disorder, violence, etc. The results of some of the most relevant studies related to the correlation between school climate and problem behaviors are presented in this paper. Those studies have been focused on different aspects of this correlation such as: the characteristics of the efficient schools, the connection between risk behaviors, coping strategies and school climate, as well as the connection between antisocial behaviors, school crime and gender on one side, and the school climate on the other. There is a wide range of different instruments for school climate assessment, and the most common are presented it this paper.

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