School Climate and the Role

School Climate and the Role of the Principal

Why is School Climate Important?

The purpose of this paper is to identify why school climate is important. Many researchers have investigated school climate, which is nothing more than the learning environment or the social setting where students and teachers interact. These social environments may focus on many elements including student growth and achievement, relationships between students and their peers, between students and teachers and between students and the principal. The article reviewed for this synopsis is "The Relationship Between Effective Communication of High School Principal and School Climate." In this article, Halawah (2005) attempts to ascertain how important communication is to the successful principal in a school. The researcher reviews empirical studies that involve successful schools and the leadership styles and methods adopted at the schools to help teachers, students and the principal realize success and a positive outlook.

Strengths

The article is strong because it is direct and concise. The researcher cites empirical research that suggests the key to effective school management and creation of a welcoming school climate is an "effective principal" (p. 334). While Halawah notes there are many other important elements that support success in the school, including teachers, the board and parents, he asserts the principal of the school is the most influential character, the one that directs school climate and has the most impact on student success and learning. Halawah projects his love of education noting a successful school climate led by a successful principal is one that embraces learning and asserts love for learning among students and other faculty members. Halawah notes how important teacher's satisfaction is to fostering a positive school climate, noting teacher's relationships wit the principal as indicators of a schools success or failure. Of utmost importance notes Halawah is effective communication. According to the researcher, effective communication is established in many ways, and must involve clear and directed policies, rules and procedures that help shape or manage the way a school is run. Other important elements noted include school values and morals. Halawah notes schools are "multi-faceted organizations" and thus to create a winning climate, a principal must work to sustain quality communication within a "complex environment" that is often dynamic and changing (p. 339).

Weaknesses

While Halawah does a good job of defining school climate and identifying the key features of a school climate the leads to success, his research is limited. Halawah admits in his research that little is known regarding the manner in which communication affects the principal-teacher relationship, and how these relationships go on to affect student outcomes. The researcher suggests further knowledge in this area may heighten "principals' awareness of the need for keeping an open climate and good communication" (p. 339). Unfortunately, Halawah like many other researchers before him fails to describe what constitutes "good" or "open" communication. One of the primary problems that exists in the multi-faceted workplace as described by Halawah is an inability to communicate in an efficient and concise manner. Teachers and principals must not only communicate amongst each other, but most also work directly with students to ensure students have an opportunity to realize their personal goals and objectives while also recognizing their role in school, at home and in the community. A school climate that embraces culture and community is more likely to realize success than one that does not.

Discussion/Conclusion

School climate is an important element of education. As noted in this article school climate includes the community that supports learning. It may include peer-to-peer relationships, student-teacher relationships and relationships between teachers and the principal and students. What Halawah fails to mention is the need for interaction between community and educational institutions and parents as part of the school climate. Parents that are more involved are likely to identify actions that teachers or principals might take to enhance learning in a culturally diverse school climate.