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Systems View of School Climate: a Theoretical Framework for Research

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Abstract

School climate has been widely examined through both empirical and theoretical means. However, there is little conceptual consensus underlying the landscape of this literature, offering inconsistent guidance for research examining this important construct. In order to best assist the efforts of developing causal models that describe how school climate functions, we propose the Systems View of School Climate (SVSC). This theoretical framework was formed by deconstructing prior models and empirical research on school climate into themes and highlighting their implicit assumptions. Using the SVSC to synthesize this existing literature, school climate is defined as the affective and cognitive perceptions regarding social interactions, relationships, values, and beliefs held by students, teachers, administrators, and staff within a school. School climate is situated within Ecological Systems Theory (Bronfenbrenner 1989) to guide future research in this domain and help specify levels of research or analysis, thereby providing utility as a theoretical framework for future causal models. The SVSC provides a roadmap for research by demarcating school climate from related constructs, suggesting related contextual and structural constructs, and delineating proximal and distal systems which may shape the nature of school climate.

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  1. Anderson (1982), Cohen et al. (2009), and Thapa et al. (2013) each provide thorough reviews of existing school climate research and detailed descriptions of widely used models.

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  1. 114 Teachers College Hall, University of Nebraska-Lincoln, Lincoln, NE, 68588-0345, USA

    Kathleen Moritz Rudasill

  2. ECPY Department Room 320, College of Education and Human Development Building, University of Louisville, Louisville, KY, 40292, USA

    Kate E. Snyder, Heather Levinson & Jill L. Adelson

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  1. Kathleen Moritz Rudasill
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Rudasill, K.M., Snyder, K.E., Levinson, H. et al. Systems View of School Climate: a Theoretical Framework for Research. Educ Psychol Rev 30, 35–60 (2018). https://doi.org/10.1007/s10648-017-9401-y

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