Znaczenie kultury i klimatu szkoły dla wyników nauczania oraz spostrzeganego przez nauczycieli nasilenia zachowań problemowych wśród uczniów
The importance of school culture and climate for academic achievement and the intensity of youth problem behaviours perceived by teachers

Summary/Abstract: The aim of this study was to reveal the relationships between the teachers’ perception of various school climate/culture aspects and school academic achievement and perceived intensification of problem behaviour among young people. The anonymous survey was conducted among teachers (n = 140) from four Warsaw lower secondary schools. The study included various aspects of school climate and culture: perceived social relationships at school, the characteristic of the educational process, educational ideologies among teachers, and sense of workload. Teachers’ perception of intensification of youth problem behaviour was directly related to three factors: results-oriented teaching, acceptance of the romantic educational ideology and the negative relations between students. The higher school academic achievement was related to the length of teachers’ career, perceived students’ commitment to learning and low teachers’ sense of workload. Moreover, it turned out that the male teachers, compared to female teachers, perceived school climate as a more favourable.

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