School climate: Development of a comprehensive definition

Abstract

School climate is a complex and multidimensional construct that is an essential part of the school experience. Currently, there is no clear consensus on its definition or what specific dimensions it encompasses. The purpose of this study was to examine various ways that school climate has been defined in empirical studies and to establish consensus on the factors essential to the construct. To this end, we conducted a synthesis and analysis of school climate research followed by a Delphi poll in order to reach consensus among participating experts. Results indicated that school climate should be considered based on three interrelated dimensions: individual, interpersonal, and organizational, as well as various sub-dimensional components. Participants prioritized: (1) factors related to students and teachers, including their relationships; and (2) factors related to the school's philosophy, such as policies and disciplinary climate. Findings of the study may be used to develop a comprehensive school climate scale for assessing school improvement programs and initiatives.