Abstract

PEREIRA, Peter Paul  and  REBOLO, Flavinês. School climate and its implications for teaching work. Sér.-Estud. [online]. 2017, vol.22, n.46, pp.93-112. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v22i46.1091.

The text presents the results of a research carried out with the objective of analyzing the school climate according to the perception of the teachers of a public school of the Municipality of Campo Grande, MS and its implications for the teaching work. The qualitative descriptive approach used a questionnaire about school climate and semi-structured interviews as methodological procedures for data collection. Twenty-four teachers participated in the study. The results show that the climate of this school has the characteristics of an open climate, that is, a participative work environment, which promotes professional development and the recognition of individuals. It was possible to identify, also, by the teachers’ statements, that there is a relationship between the school climate and the teaching work. When they are satisfied with the possibility of participation in the decisions, when they are recognized for the work done and for the possibility of doing work collectively, the teachers affirm that they are more motivated and that the work is carried out in a more pleasant way. From these results it can be stated that, for these teachers, the dimensions that make up the school climate have implications for the work they do. It is hoped that discussions on the quality of the work environment will contribute to improving education, both in the teaching and learning processes as well as in the appreciation and well-being of teachers.

Keywords : school climate; teaching work; teacher well-being.

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