Abstract:
This paper suggests a relationship between school climate and staff development practices. This follows an analysis of results of two surveys administered to Tasmanian school teachers in 1984.
The two surveys used, the work environment scale (WES) and the RPTIM model of staff development practices, obtained measures of teacher perceptions of the actual (what exists) and preferred (what should be) situations in their schools. The follow up seminars with senior staff of schools in 1985, developed strategies to improve school climate and staff development practices after analysis of these results.
This paper will briefly discuss the results of both surveys by school type and by individual schools. The relationship between school climate and staff development practices will be examined and suggestions made for school improvement in these areas.
The two surveys used, the work environment scale (WES) and the RPTIM model of staff development practices, obtained measures of teacher perceptions of the actual (what exists) and preferred (what should be) situations in their schools. The follow up seminars with senior staff of schools in 1985, developed strategies to improve school climate and staff development practices after analysis of these results.
This paper will briefly discuss the results of both surveys by school type and by individual schools. The relationship between school climate and staff development practices will be examined and suggestions made for school improvement in these areas.