The Importance of a Positive Socio-Pedagogical Environment
The socio-pedagogical environment is defined by the general atmosphere in a class of students/educational institution, being measured from the perspective of six components: the relational climate, the pedagogical climate, the security climate, the justice climate, the evaluative climate and the bel...
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| Format: | Article |
| Language: | English |
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Babes-Bolyai University
2024-11-01
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| Series: | Educaţia 21 |
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| Online Access: | http://educatia21.reviste.ubbcluj.ro/data/uploads/article/2024/ed21-no28-art41.pdf |
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| author | Dorina Chiş-Toia Dan-Mihai Rohozneanu |
| author_facet | Dorina Chiş-Toia Dan-Mihai Rohozneanu |
| author_sort | Dorina Chiş-Toia |
| collection | DOAJ |
| description | The socio-pedagogical environment is defined by the general atmosphere in a class of students/educational institution, being measured from the perspective of six components: the relational climate, the pedagogical climate, the security climate, the justice climate, the evaluative climate and the belonging climate. The general well-being of each student, the positive management of behaviors, collaboration, the school-family-society partnership are just some of the principles of action for the quality of the school climate. A broad, multidimensional construct, school climate indicates, among other things, the quality and character of school life, being the generator of the feeling of safety, of students' school success or failure, when it turns out to be negative. In this context, the role of the teacher, from the perspective of the one who organizes the learning situations, is a particularly important one, as he determines the classroom climate according to decisions, style, practices and interaction with students. At the same time, researchers agree that a school climate characterized by positive interpersonal relationships contributes to increasing the level of student performance and reducing the number of students with adjustment problems. The article aims to present the results obtained following the application of a questionnaire targeting the socio-pedagogical environment among primary school pupils. The obtained data offer the possibility of identifying the positive aspects, which aim to improve the quality of school life, but also the negative ones, the possible problems, for which proposed and implemented actions are required to improve the school climate. |
| format | Article |
| id | doaj-art-5e3fc098b66e41c69b3c49c32b74c28a |
| institution | DOAJ |
| issn | 1841-0456 2247-8671 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | Babes-Bolyai University |
| record_format | Article |
| series | Educaţia 21 |
| spelling | doaj-art-5e3fc098b66e41c69b3c49c32b74c28a2025-08-20T03:08:21ZengBabes-Bolyai UniversityEducaţia 211841-04562247-86712024-11-01-2837538210.24193/ed21.2024.28.41The Importance of a Positive Socio-Pedagogical EnvironmentDorina Chiş-Toia0https://orcid.org/0000-0003-3958-8879Dan-Mihai Rohozneanu1https://orcid.org/0000-0002-5174-1541Babeș-Bolyai University of Cluj-Napoca, Cluj-Napoca, Romania Babeș-Bolyai University of Cluj-Napoca, Cluj-Napoca, RomaniaThe socio-pedagogical environment is defined by the general atmosphere in a class of students/educational institution, being measured from the perspective of six components: the relational climate, the pedagogical climate, the security climate, the justice climate, the evaluative climate and the belonging climate. The general well-being of each student, the positive management of behaviors, collaboration, the school-family-society partnership are just some of the principles of action for the quality of the school climate. A broad, multidimensional construct, school climate indicates, among other things, the quality and character of school life, being the generator of the feeling of safety, of students' school success or failure, when it turns out to be negative. In this context, the role of the teacher, from the perspective of the one who organizes the learning situations, is a particularly important one, as he determines the classroom climate according to decisions, style, practices and interaction with students. At the same time, researchers agree that a school climate characterized by positive interpersonal relationships contributes to increasing the level of student performance and reducing the number of students with adjustment problems. The article aims to present the results obtained following the application of a questionnaire targeting the socio-pedagogical environment among primary school pupils. The obtained data offer the possibility of identifying the positive aspects, which aim to improve the quality of school life, but also the negative ones, the possible problems, for which proposed and implemented actions are required to improve the school climate.http://educatia21.reviste.ubbcluj.ro/data/uploads/article/2024/ed21-no28-art41.pdfsocio-pedagogical environmentvaluesinterpersonal relationssuccess |
| spellingShingle | Dorina Chiş-Toia Dan-Mihai Rohozneanu The Importance of a Positive Socio-Pedagogical Environment Educaţia 21 socio-pedagogical environment values interpersonal relations success |
| title | The Importance of a Positive Socio-Pedagogical Environment |
| title_full | The Importance of a Positive Socio-Pedagogical Environment |
| title_fullStr | The Importance of a Positive Socio-Pedagogical Environment |
| title_full_unstemmed | The Importance of a Positive Socio-Pedagogical Environment |
| title_short | The Importance of a Positive Socio-Pedagogical Environment |
| title_sort | importance of a positive socio pedagogical environment |
| topic | socio-pedagogical environment values interpersonal relations success |
| url | http://educatia21.reviste.ubbcluj.ro/data/uploads/article/2024/ed21-no28-art41.pdf |
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