Date of Award
2004
Document Type
Thesis
Publisher
Edith Cowan University
Degree Name
Bachelor of Arts Honours
Faculty
Faculty of Community Services, Education and Social Sciences
First Supervisor
Dr Lynne Cohen
Second Supervisor
Julie Ann Pooley
Abstract
The way that children feel about school is important to their continued engagement with education. This review examines the issues that impact on the school environment and therefore influence students' school experience. A decline in educational standards in America prompted school reform research which has identified that the emotional climate in schools was impacting on students in that they felt alienated and disenfranchised from the school community. The emotional climate of a school stems from the nature of the relationship that exists between the students and staff of the school. A movement to establish caring community schools that promote the fostering of caring relationships was initiated to counteract the lack of support that students were experiencing. Caring relationships between teachers and students are believed to promote a sense of belonging to school in students which influences students' academic motivation and their engagement with education. In view of the importance of the teacher student relationship, the issues that influence teachers' sense of belonging to school, and the effect this may have on their work and their relationships with students, are examined.
Recommended Citation
Rogerson, L. (2004). The Importance of the Emotional Climate in Schools : Linking Teachers' Sense of Belonging to School Community With Student Outcomes. Edith Cowan University. https://ro.ecu.edu.au/theses_hons/957