Open AccessTo what Extent Do School Leaders in Slovenia Understand Physical School Environments as a Learning Factor?
Author(s) -
Majda Cencič
Publication year - 2017
Publication title -
ceps journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.372
H-Index - 13
eISSN - 2232-2647
pISSN - 1855-9719
DOI - 10.26529/cepsj.174
Subject(s) - creativity , feeling , space (punctuation) , mathematics education , quality (philosophy) , psychology , learning environment , physical space , physical education , factor (programming language) , point (geometry) , pedagogy , social psychology , geography , computer science , philosophy , cartography , geometry , mathematics , epistemology , programming language , operating system
School leaders are a central factor of the quality of learning and teaching in schools. It is generally believed that the staff model their behaviour on leaders, which means if school leaders understand the physical school environment to be an important factor of learning, school staff (teachers and other professional staff) will also do so. To discover how school leadersassess the school environment as a factor of learning, 150 school leaders in primary education in Slovenia were invited to complete an online questionnaire. They were asked about their views regarding to what extent their school as physical environment encouraged certain factors. Fourteen listed factors were assessed on five-point numeric scales. The results showthat in their school environment, school leaders assessed ecology, movement, and respect the highest, and feelings, imagination, and space the lowest. Their estimates of the assessed factors differ depending on the type of school building (new, old, renovated) only on the factors of movement, creativity, and logic and mathematics in favour of old schools. The resultsprovide interesting information especially for school policy and everyone involved in the planning, building, or renewal of school premises.