Zehrina Selimović, dr. Siniša Opić, dr.

Hazim Selimović

Kvalitet pedagoške klime u školi

The quality of the pedagogical climate in schools

KLJUČNE RIJEČI: učenik; spol učenika; razred učenika; KEYV WORDS: student; gender of pupils; grade of students;
osnovna škola; pedagoška klima elementary school; pedagogical climate
SAŽETAK - Cilj istraživanja je utvrđivanje kvaliteta pedagoške ABSTRACT - The aim of the research is to determine the quality
klime kod učenika osnovnih škola, razlika između ispitanika s of the pedagogical climate among elementary school students,
obzirom na spol i razred koji učenici pohađaju i povezanost find the difference between students’ perception of the
pedagoške klime sa školskim uspjehom učenika.. U istraživanju pedagogical climate in regards to gender and grade that the
je sudjelovalo 1639 učenika petih i osmih razreda osnovnih students attend and find the correlation between the
škole sa područja Srednjebosanskog kantona u Bosni i pedagogical climate and the students’ achievement. 1639
Hercegovini. Rezultati istraživanja su pokazali da postoji students of the fifth and eighth grade of elementary schools from
kvalitetna pedagoška klima u školi. Nalazi su potvrdili i the Central Bosnia Canton in Bosnia and Herzegovina
postojanje statistički značajne razlike između ispitanika u participated in the research. The results of the research showed
procjeni kvaliteta pedagoške klime s obzirom na razred koji that there is a quality pedagogical climate in the schools. The
ispitanici pohađaju. Utvrđena je povezanost između findings also confirmed that there is a statistically significant
pedagoške klime i uspjeha učenika u školi. Nalazi do kojih se difference between the respondents’ perception of the quality of
došlo imaće svoju praktičnu primjenu u nastavnom radu i the pedagogical climate in regards to the gender and the grade
pomoćiće nastavnicima i učenicima u podizanju kvaliteta that the respondents attend. Besides, the correlation between
pedagoške klime. the pedagogical climate and the students' achievement in school
has been found. We believe that the obtained results will have
their practical application in teaching process and it will help
teachers and students in raising the quality of the pedagogical
climate.

1 Introduction

The contemporary school needs to determine the need for practical action and develop students’ positive
attitude towards almost all issues, problems and challenges from their environment. It is necessary to create
certain preconditions for a well-functioning of a school so that the school can successfully perform its activity.
One of the significant elements of the successful school functioning is the relations between the factors of
educational system. "The school functioning to great extends depends on the way people in schools accept the
roles assigned to them, their relationship, and the way they feel at school" (Stepanović, Đurmanov, 2015, pg.
183). All these relationships that exist within the educational system can be defined as a pedagogical climate.
Ðermanov thinks that the notion of pedagogical climate is an "umbrella term" comparing to other concepts
that are narrow contexts of education and related either to the level of organization of the educational process
(at the school level, class, curriculum, etc.) or to one of its aspects (psychological, social, emotional)
(Ðermanov, Kostović, 2008).
According to Bognar and Matijević (2002), the pedagogical climate is the same as the educational climate.
It represents the quality of relationships in the process of education between teachers and students, in other
words, the behaviour of teachers towards students and students towards teachers.
Joksimović (2004) made a point from the widest perspective stating that the pedagogical climate represents
the set of all circumstances in which the process of education takes place, as well as the network of relationships
that exist among the participants in the educational process.
Puzić, Baranović, Dolan (2011) point out that there are several definitions of the pedagogic climate, yet
most of definitions simply say that the pedagogical climate is an experience based, multidimensional, relatively
lasting perception phenomenon common to the members of a particular school. This perception depends on
how an individual experiences an environment in school, for example, whether s/he feels comfortable in the
school environment, whether it is a supportive learning environment, whether it is adequately organized and
secure.
The educational process takes place under certain circumstances that define and determine learning
outcomes, in another word, creates a positive or less positive working atmosphere in the school. In case the
environment is characterized by warmth, understanding and respect, students learn better and faster, understand
better what they learn. Hence, it is very important that a favorable pedagogical climate is created at school.
In order to meet students’ needs and incorporate them into the school life, it is necessary that schools
provide their students with personal and social education. Personal and social education is considered as the
most important of all intercultural dimensions. A positive climate is also required to develop leadership and
engagement of young people in order to encourage social and emotional learning (Durlak et al., 2011), improve
the inclusion of people with disabilities and students (Coulston & Smith, 2013) and support efforts to prevent
students from leaving school (Hammond, Linton, Smink, & Drew, 2007).
A positive climate is one in which there are positive attitudes and desired behavior of students (Rubie-
Davies, 2010).
It is important to emphasize that according to Domović (2004), each school has its own specific climate
that influences its activities and the achievement of goals. This was the rationale for our study.

2 Objectives

The main goal of the study is to explore and determine the quality of the pedagogical climate in the schools
of the Central Bosnia Canton. The second goal is to find the difference between students’ perception in regards
to gender and grade that they attend. The third goal is to find the correlation between the quality of the
pedagogical climate and the students' achievement.
On the basis of stated objectives, research hypotheses were developed:
H1- There is a quality pedagogical climate in the schools of the Central Bosnia Canton.
H2- There is a statistically significant difference in students’ perception of the quality of the pedagogical
climate in the school in regards to to the grade that the students attend.
H3- There is a statistically significant correlation between between the pedagogical climate and the
students’ achievement.

3 Method

Participants
The study was conducted among 1639 students of 5 and 8 grade from the schools of the Central Bosnia
Canton. The total number of 5 and 8 graders at the schools of the Central Bosnian Canton is 14732, thus we
can say that 11,13% of total students number participated in the study. The total number of female students
in the schools of the Central Bosnia Canton is 7066 (48%) and male 7666 (52%). 802 (49%) female and 837
(51%) male students participated in the study. 846 (52%) respondents were students of 5 grade and 793 (48
%) were the students from the eighth grade. From the data above it is evident that the sample is representative.

Instrument
The instrument of the pedagogical climate in its original form is ISC-S: Inventory of School Climate. Its
translation into Bosnian was done by Suzić (2005, pg. 859). Upon the approval of the author, we adopted the
questionnaire and it was used in our research. A five-point Likert scale is used in the ISC-INVENTOR
instrument. It was used to assess the quality of the pedagogical climate. The students indicated the extent to
which they agree or disagree with statements choosing one of the options (1 - never, 2 - rarely, 3 - sometimes,
4 – most of the time, 5 - always).
The reliability of the instrument was determined by the Cronbach's alpha coefficient ( = 0.91).

Procedure
Research on the pedagogical climate was conducted in May 2017 in the schools of the Central Bosnia
Canton. In order to carry out the research, the consent was obtained from the line ministry of education and
from all the primary schools principals in which the research was conducted. While delivering the
questionnaire, the respondents were informed about the significance of the research itself and how to fill in the
questionnaire questionnaire.
We also explained to the respondents that the survey is anonymous and serves for scientific purposes. Each
student responded voluntarily by circling the preferred answer right after the researcher read the items. Thanks
to this procedure the respondents were able to give answers quickly and honestly, besides additional
explanations were provided when needed. In this way, the research was running at an appropriate pace and it
was possible to eliminate ambiguities during the process of filling in the questionnaire. Filling in the
questionnaire lasted one school hour.

4 Results

In order to compute the 40 variables that constitute the instrument on Pedagogical climate in the school, we
used an exploratory factor analysis (PCA) with oblique rotation and correlation greater than 1.0 and saturation
3.5.
 The results of Kaiser-Meyer-Olkin (KMO) Test correlation matrix is 0,943. It shows that there is a strong
correlation between the particles and linear dependence among the scattering particles.
Bartlett's sphericality test (23035.684 p<0.01) shows statistical significance, which implies that the
correlation matrix statistically differs from the identity matrix, which leads to the extraction of factors or the
continuation of the implementation of factor analysis.
The Gutman Kaiser criterion (a characteristic root greater than 1) was used as a predictor of the number of
common factors. 7 major components were originally obtained to explain 52.29% of variants that somewhat
match the original factor structure because the distribution of manifest claims is almost identical to the original
structure. Although the original factorial structure somewhat restrained from the one we received due to
shortening of the original scale for the two sub-scales, we decided to apply the original factor structure of 8 factors
with a great deal of caution in interpreting the results. The obtained 8 factors are: teacher support to students (6
items), clarity and consistency of rules/expectations and support to students (5 items), student commitment and
achievement orientation (5 items), negative peer interactions (5 items), positive peer interactions (5 items),
disciplinary harshness (5 items), student input in decision making (5 items), instructional innovation (4 items),
support to cultural pluralism (4 items) and security problems (6 items).
We used descriptive analysis to measure the values of the arithmetic mean and standard deviation for all
eight sub-scales. The results in Table 1 show that the highest mean score was for Sub-scale 2 Clarity and
consistency of rules/expectations and support to students (M=4.12) and lowest mean score was for Sub-scale
Student input in decision making (M=2.68). Findings show that the students scored above average on six out
of eight sub-scales.

Table 1. Arithmetic mean and standard deviation for eight sub-scales (factors) of the pedagogical climate

Items M SD
Teacher support to students 3.82 0.96
Clarity and consistency of rules/expectations and support to students 4.12 0.78
Student commitment and achievement orientation 3.92 0.84
Negative peer interactions 2.96 0.96
Positive peer interactions 3.87 0.82
Disciplinary harshness 3.52 0.97
Student input in decision making 2.68 1.03
Instructional innovation 3.44 0.90

The table 2. shows the summarized results for the entire instrument for the pedagogical climate in the
schools and confirms the results above. The arithmetic mean of all claims/items (M=3.54) shows that the
students rated the quality of the pedagogical climate above the average. This is also confirmed by the value (t
= 35.54; df =1638; p=0.000; meandiff =0.54, test value =3), which shows that the obtained results are statistically
different from the average value of 3.
The standard deviation (SD=0.61) indicates that the small spread of scores around the arithmetic mean
which is barely confirmed by the coefficient of variability (CV=17.23%), and thus the homogeneity of the
obtained results is evident. "When the coefficient of variability ranges from 15 to 30%, it is a homogeneous
set, and when it is greater than 30%, it is a heterogeneous set" (Matijević, Bilić and Opić, 2016, pg. 396).
The relationship between the arithmetic mean and the standard deviation indicates that this is a good
homogeneity of the result, since the value of the arithmetic mean is three times greater than the standard
deviation. "In fact, when the arithmetic mean is three times greater than its standard deviation we consider that
the set is homogeneous, and when the arithmetic mean <3, it is then a heterogeneous set." (Ibid., pg. 396).

Table 2. Measures of Central Tendency, Variability and Frequency for the Pedagogical climate

95% Confidence Interval of

the Difference Skewness Kurtosis
Scale N M SD SEM lower upper
Pedagogical
climate 1639 3.54 0.61 0.02 3.51 3.57 -0.255 0.185

Skewness results (Sk=-0.255) indicate that this is a negative asymmetry, thus the results are oriented
towards higher values, or in another word positive estimates. The result of Kurtosis (Ku=0.185) indicates that
this is a positive result which is concentrated around the arithmetic mean. Distribution has a slightly lower
peak. This distribution shows a small dispersion around the arithmetic mean.
Value of Kolmogorov-Smirnov test K-S=0.033; df=1639; p=0.000) indicates that the distribution does not
meet the criteria of normality, since statistically significant deviation from the normal is observed. However,
parametric statistical tests need to be used for in the area of inferential statistics due to a large sample, a
unimodal distribution, moderate dispersion, mild asymmetry, and Kurtosis.
The second aim of the research is to find difference in students’ perception of the quality of the pedagogical
climate in the school in regards to grade that the students attend.
The results of the pedagogical climate in the school in regards to the grade students attend are presented in
Table 3. It is evident from the table that there is a statistically significant difference in arithmetic mean (M) at
the level (p<0.01) between students of the fifth and the eight grade of the primary school because the value is
(t=27.486; p=0.00). Students in the fifth grade have more positive perception of the pedagogical climate in the
school comparing to eighth grade students.

Table 3. Differences in students’ perception of the quality of the pedagogical climate in regards to the students’
grade

Mean Degreesof
Sub-scale Grade N M SD difference freedom t-value p

Teacher support to students 5 846 4.41 0.61

8 793 3.19 0.87 1.22 1637 32.779 0.00
Clarity and consistency of 5 846 4.49 0.51
rules/expectations 8 793 3.72 0.82 0.77 1637 22.538 0.00
Student commitment and 5 846 4,19 0,77
achievement orientation 8 793 3.63 0.82 0,56 1637 14.323 0.00
Negative peer interactions 5 846 3.08 0.95
8 793 2.84 0.95 0.24 1637 5.149 0.00
Positive peer interactions 5 846 4.19 0.73
8 793 3.53 0.77 0.67 1637 18.048 0.00
Disciplinary harshness 5 846 3.78 0.98
8 793 3.24 0.90 0.54 1637 11.736 0.00
Student input in decision 5 846 3.09 1.04
making 8 793 2.25 0.83 0.84 1637 18.295 0.00
5 846 3.75 0.82
Instructional innovation 8 793 3.11 0.86 0.64 1637 15.556 0.00
Perception of the pedagogical 5 846 3.87 0.50
climate in school 8 793 3.19 0.51 0.68 1637 27.486 0.00

A statistically significant difference is observed in all eight sub-scales at the level (p<0.01).While
comparing the arithmetic means, it can be concluded that lower-grade students have positive perception of the
pedagogical climate comparing to eighth grade students. The mean score for Teacher support to students is
(M=4.41) for the fifth grade students and (M=3.19) for students who attend the eighth grade. Clarity and
consistency of rules/expectations has the mean value of (M=4.49) for the fifth grade students and (M=3.72) for
students who attend the eighth grade. Fifth grade students have positive perception of the Student commitment
and achievement orientation (M=4.19) comparing to the student of eighth grade (M=3.63). Same stands for
Positive peer interactions (M=4.19; M=3.53), Student input in decision making (M=3.09; M=2.25); and
Instructional innovation (M=3.75; M=3.11).
When it comes to Disciplinary harshness, the difference is evident more for the younger students, (M=3.78)
for the fifth grade students and (M=3.24) for students of the eighth grade. This finding also shows that students
of the fifth grade estimate that they have less disciplinary discipline at school because we have reworded the
items in the questionnaire so that greater value indicates low presence of the phenomenon. The same is
observed for the sub-scale Negative peer interactions (M=3.08) for the students of fifth grade and (M=2.84)
for the students of the eighth grade. Students in the fifth grade believe that they have less negative peer
interaction.
The third aim of the research is to examine the correlation between the pedagogical climate and the students’
achievement. Pearson's correlation coefficient was used for the measurement. Based on the results shown in
Table 4, it can be concluded that there is a statistically significant low positive correlation (r=0.14 **, p<0.05)
between students' achievement and pedagogical climate.
A statistically significant low positive correlation is evident between students’ achievement andTeacher
support to students (r=0.11**), Clarity and consistency of rules/expectations (r=0.15**); Student commitment
and achievement orientation (r=0.10 **); Positive peer interactions (r=0.09**); and Instructional innovation
(r=0.09**).

Table 4. Pearson correlation between students’ achievement and the pedagogical climate

Variab Correlation 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

les
1 A Pearson 0.11** 0.15** 0.10** 0.01 0.09** 0.22** 0.02 0.09** 0.14**
correl.Sig. r
2 TSS Pearson 0.72** 0.43** 0.24** 0.60** 0.35** 0.58** 0.54** 0.82**
correl.Sig. r
3 CCR Pearson 0.50** 0.21** 0.59** 0.28** 0.44** 0.51** 0.77**
correl.Sig. r
4 SCAO Pearson 0.17** 0.56** 0.12** 0.31** 0.35** 0.61**
correl.Sig. r
5 NPI Pearson 0.34** 0.38** 0.28** 0.15** 0.52**
correl.Sig. r
6 PPI Pearson 018** 0.49** 0.49** 0.77**
correl.Sig. r
7 DS Pearson 0.18** 0.12** 0.50**
correl.Sig. r
8 SIDM Pearson 0.55** 0.72**
correl.Sig. r
9 II Pearson 0.68**
correl.Sig. r
10 PPCS Pearson
correl.Sig. r

Reminder: ** - correlation level of significance p< 0.01; * - correlation level of significance p<0.05
1- Achievement ; 2- Teacher support to students; 3- Clarity and consistency of rules/expectations; 4- Student
commitment and achievement orientation; 5- Negative peer interactions; 6- Positive peer interactions; 7-
Disciplinary harshness; 8- Student input in decision making; 9- Instructional innovation; 10- Perception of the
pedagogical climate in school Sum

Positive and statistically significant correlation is evident between students’ achievement and Disciplinary
harshness (r=0.22 **). Since the items for this sub-scale were reworded in the questionnaire, findings indicate
that a positive correlation represents a low presence of Disciplinary harshness. This finding shows that
Disciplinary harshness is reduced while students’ achievement is increased.
Statistically significant positive correlation is observed between all factors, as well as between the factors
and the overall sub-scales of the pedagogical climate in the school. A good relations within the pedagogical
climate scale imply that the conducted instrument was of a good quality, as well as and its reliability.

5 Discussion

The main aim of the study was to explore the quality of the pedagogical climate.The arithmetic mean shown
in Table 2 presents that the students’ perception of the quality of the pedagogical climate is above the average
(M=3.54). The value (t=35.54; p=0.000) shows that the results are significantly different from the average
value of 3.
The confirmation of the above claims can be observed from the analysis of eight original sub-scales. High
values of arithmetic mean (M=3.82) suggest that students perceive that teachers support students by finding
ways to do so in case students show their desire for support, especially in the organization of work (Table 1).
This finding indicates that the students and teachers have good relationships, and these relationships show that
teacher support to the students is necessary for a good pedagogical climate.
The quality pedagogical climate can also be observed through the results related to clarity and consistency
in the application of rules and student support (M=4.12). This segment of the pedagogical climate was highly
scored by the students because they emphasized that they received clear instructions for activities, follow the
rules, but they are aware of the sanctions if they violate the rules. The high scores for the above items indicate
that students evaluate and respect the existence of rules in the teaching process that are regulated by the
partnership relationship in a school, Table 1.
Table 1 presents the total value for Student commitment and achievement orientation (M=3.92). In Table
1. lowest mean score is related to the claim about energy investment for what they do in school. The highest
mean score indicate that effort is due to a high grade. These findings partially address the dilemma about the
reasons of students’ achievement.
The results of the study for negative peer interaction show that there is no negative interaction between the
students (M=2.96), Table 1. In another word, the students have no major problems in mutual communication;
they can cooperate without envy and inferiority in these relations.
High mean scores for the Positive peer interactions (M=3.87) points out that there are quality relationships
among students that can be observed through the joint work and mutual acquaintance (Table 1). The obtained
findings indicate that a positive peer interaction is evident between students, yet the school needs to develop
and encourage it further.
High values are observed after decoding data for Disciplinary harshness (M=3.51), as presented in Table
1. There are no strict rules in the schools where the research was conducted, the teachers are not strict and that
students are not severely punished. The results show that the pedagogical climate is very pleasant and relaxing
for students, which affects discipline severity. Findings show that if a school wants to develop a positive
pedagogic climate, disciplinary harshness should be reduced, as this creates a pleasant ambience for work.
Student input and decision making in our schools is very low (M=2.68). This is also observed from the
findings of our research where that students never or rarely participate in making rules and decisions in the
schools (Table 1).
The last element of the pedagogical climate we examined is the Instructional innovation. The respondents
average perceived this element of the overall climate in the school (M=3.44), Table 1. The findings suggest
that there are some positive developments in our schools in innovating forms and methods of work, as well as
changes in the approach to new ideas and support for the coming projects of students in teaching process. This
is a significant result and it is a positive indicator of the direction of changes in our schools. However, it
indicates that if a school wants to modernize and democratize its work it is necessary to follow modern technical
achievements both in the field of teaching methods and in the field of student relations. All of this together
affects the creation of a favorable pedagogical climate.
Findings of the research conducted by Hadžić, Jašarević, Jašarević (2015) with a sample of students of the
fourth and eighth grade of elementary school confirm that students highly perceive the quality of the
pedagogical climate in the school because the values of the arithmetic mean range from (M=3.46) to (M=4.08).
The results of the research that coincide with the findings of some other research: "For a successful
emotional climate, there must be positive feelings such as: pleasantness, relaxation, laughter, joy, enthusiasm,
democracy, pluralism of ideas, etc. In all this, the role of teachers is significant" (Tomić, Osmić,, 2006, pg.
105).
The pedagogical climate in the school across five areas was examined by Kantorova (2009) with a sample
of 231 students, 27 teachers and 221 parents, and she found that these relations were highly perceived by the
teachers (M=4.23); then parents (M=3.81) and students (M=3.65).
A positive pedagogical climate is an important factor in preventing violence in schools. Numerous studies
have clearly shown that a positive school climate is a crucial part of the program for prevention of peer violence
(Cornell, Sheras, Gregory and Fan, 2009; Gregory, Cornell, Fan, Sheras, Shih and Huang, 2010).
The findings of our research confirmed that the pedagogical climate is very favorable. Our results are in
line with US research where students mostly perceive the school climate as more or less positive rather than
negative (Perkins, 2009).
The results of the investigation on the level of the pedagogical climate among the students in regards to age
showed that there are statistically significant differences in the perception of pedagogical climate. A more
positive perception was evident among the students of the fifth grade, and this difference was noticeable in all
sub-scales. This finding tells us that based on age or length of stay at school, the positive pedagogical climate
decreases. The reasons for this could be that the same approach is performed in elementary and secondary
schools.
The students until the sixth grade manage in a rather familiar environment with one teacher and teacher of
religious education and a foreign language teacher, while in the eighth grade there are teachers form every
particular course. Thus, students tend to meet many teachers. Each of them has an own approach to the subject
as well as the environment in a classroom. Due to poor communication among the teachers themselves and
their attitude, some courses are considered to be more important than the others. Unfortunately an uneven
climate is created which results in different and negative experiences for students of the eighth grade.
Our results coincide with the results of the research by Velka, Kuterovac-Jagodić, Antunović (2014) who
found that students of the seventh and eighth grades perceived the climate school more negatively than students
of the fifth and sixth grades. The increase in the negative school climate increases with the age of students and
it has a significant impact on the rise of peer violence (Ajduković, Rimac, Rajder and Sušac, 2012).
 The research done by Hadžić, Jašarević, Jašarević (2015) confirms the statistically significant differences
between students’ perception of the pedagogical climate in regards to the grade that they attend. Lower class
respondents more positively perceive the pedagogical climate than the students of higher grades.
Our research also examined the correlation between the pedagogical climate and students’ achievement.
The results show that there is a statistically significant low positive correlation (r=0.14 **, p <0.05) between
students' achievement and pedagogical climate. This correlation is expected due to the fact that the teacher
support students, clarity and consistency of rules/expectations, positive peer interaction, less presence of
negative elements, and the instructional innovation significantly influence the success that students achieve.
So all of these are prerequisites and conditions that schools need to fulfill in order to make school
achievement better. Knox (2011) also found that there is a correlation between the school climate and the
student's achievement. He points out that school climate influences students' success. McEvoy and Welra
(2000) also emphasize that a positive school climate results in better school results. The relationship between
a positive school climate and school achievement was also examined by some other authors who found that a
positive school climate was associated with higher school achievement and a sense of security and belonging
to the school (Freiberg, 1999; Lee and Smith, 1999; Sherblom, Marshall and Sherblom, 2006).

6 Conclusion

Working in a positive pedagogical climate results in high educational outcomes and overall satisfaction of
all participants in the teaching process, especially students and teachers. For this reason, it is necessary to
approach particularly to the organization and implementation of all aspects of educational system in modern
school, especially teaching process. In order to create an appropriate and postive pedagogical climate, there is
an important prerequisite such as the positive interpersonal relationship in schools in all segments where the
education process takes place and between all the participants of the teaching and learning process.
In order to investigate the pedagogical climate in the Central Bosnia Canton we conducted an empirical
research to determine the quality of the pedagogical climate in our schools. Besides, we also wanted to find the
difference between the respondents’ perception of the quality of pedagogical climate in their schools in regards
to gender and the grade the students attend, and to find the correlation between the pedagogical climate and
the students’ achievement in the schools.
After conducting the survey among the fifth and eighth grade students, we analyzed the results and reached
the following conclusions: the students indicated high-level perception of the quality of the pedagogical climate
in the schools.
Findings related to perception of the pedagogical climate in the school in regards to gender and the grade
that students attend showed that there is a statistically significant difference. Obtained results that are related
to correlation indicated a correlation between the pedagogical climate and the student's achievement.
Based on the data analysis we can conclude that all three hypotheses in our research have been confirmed.
Creating a quality pedagogical climate in schools and a positive school atmosphere is an inevitable part of
modern schools in which children and young people are prepared for life and work, integration into a society
that is constantly changing, in another words a society of the future.
In a quality contemporary school characterized by a positive pedagogical climate, a learner is able to
expresses his/her creative potential, communicate freely and independently with all participants in the teaching
process, explore, ask, seek solutions independently and with a group, without teacher interference and
preassure.
A positive pedagogical climate is a prerequisite for the biggest development of each individual in the
educational process straggling for educational outcomes. For this reason, a quality pedagogical climate is
important in achieving the goals of quality education.
There are several limitations of the study. One of the limitations is that the quality of the pedagogical
climate was determined by the students’ self-perception through the trans-national research. The same researh
should also be carried out in other Cantons in the Federation of Bosnia and Herzegovina, Brčko District and
Republika Srpska. In order to overcome the shortcomings of the research it is necessary to carry out
longitudinal or experimental research and include teachers and other factors of the teaching process.

Zehrina Selimović, dr. Siniša Opić, dr. Hazim Selimović

Kvalitet pedagoške klime u školi

Savremena škola treba kod učenika razviti potrebu praktičnog djelovanja i aktivnog odnosa prema gotovo
svim pitanjima, problemima i izazovima iz njihove životne sredine. Kako bi škola uspješno obavljala svoju
djelatnost, potrebno je stvoriti određene preduvjete za njeno nesmetano funkcioniranje. Jedan od značajnih
elemenata uspješnog funkcioniranja škole su odnosi koji se stvaraju između sudionika odgojno-obrazovnog
precesa.
„Funkcioniranje škole velikim dijelom ovisi o načinu na koji osobe u školi prihvaćaju za njih predviđene
uloge, kakav je njihov međusobni odnos, kako se u školi osjećaju“ (Stepanović, Đurmanov, 2015, str. 183). Svi
ti odnosi koji postoje u odgojno-obrazovnom procesu zajednički se mogu nazvati pedagoška klima. Puzić,
Baranović, Dolan (2011) ističu da postoji više definicija pedagoške klime, ali smatraju da se većina njih slaže
u tome da je pedagoška klima na iskustvu zasnovan, multidimenzionalan, relativno trajan percepcijski
fenomen koji je zajednički svim članovima određene škole.
Odgojno-obrazovni proces odvija se pod određenim okolnostima koje definiraju i određuju ishode učenja,
odnosno stvaraju pozitivnu ili manje pozitivnu radnu atmosferu škole. Učenici bolje i brže uče, bolje razumiju
ono što uče ako u njihovom okruženju postoje toplina, razumijevanje i poštovanje. I zato je jako važno da se u
školi stvara povoljna pedagoška klima.
Osnovni cilj rada je istraživanje i utvrđivanje kvalitete pedagoške klime u školama Srednjebosanskog
kantona.
Drugi cilj je ispitivanje postoje li razlike između učenika obzirom na spol i razred koji pohađaju.
Treći cilj je utvrđivanje povezanosti između kvalitete pedagoške klime i uspjeha učenika.
Osnovni skup (populaciju) učenika 5. i 8. razreda osnovnih škola Srednjebosanskog kantona čini 14 732
učenika, a u ispitivanju je sudjelovalo njih 1639, što čini 11,13% osnovnog skupa (populacije).
Od ukupnog broja ispitivanih učenika, njih 802 (49%) su djevojčice, a njih 837 (51%) su dječaci. U
populaciji su 7066 (48%) djevojčice i 7666 (52%) dječaci. Učenika petih razreda je 846 (52%), a 793 (48 %)
je učenika osmih razreda. Svi navedeni podatci govore u prilog ujednačenosti uzorka sa stanjem u populaciji.
Instrument pedagoške klime u izvornom obliku je ISC-S: Inventory of School Climate. U Bosni i
Hercegovini njegov prijevod je izvršio i predstavio (Suzić, 2005, str. 859). Prevedenu verziju smo uz saglasnost
autora preuzeli i ona je korištena u našem istraživanju.
Instrument ISC-S INVENTAR koriste skalu procjene Likertovog tipa, koja se sastoji od petostupanjske liste
mogućih odgovora kojom učenici procjenjuju kvalitetu pedagoške klime, odnosno svoj stupanj slaganja i
neslaganja s danim tvrdnjama. Instrumenti se primjenjuju na nivou subskala, a na pitanja se odgovara
biranjem jedne od ponuđenih opcija (1 – nikad, 2 – vrlo rijetko, 3 – ponekad, 4 – pretežno, 5 – uvijek).
Pouzdanost instrumenta utvrđena je Alfa-Cronbach koeficijentom koji iznosi ( = 0,91).
Provedenom faktorskom analizom (PCA) izvorno je dobiveno 7 glavnih komponenata kojima je objašnjeno
52.29% varijance koje donekle zadovoljavaju orginalnu faktorsku strukturu jer raspored manifestnih tvrdnji
skoro je identičan orginalnoj strukturi. Iako orginalna faktorska struktura donekle odstupa od one koju smo
dobili, uzimajući u obzir skraćenje orginalne skale za dvije subskale uz dozu daljne opreznosti kod
interpretacije rezultata, odlučili smo se za primjenu orginalne faktorske strukture od 8 faktora i to:
nastavnikova podrška učenicima (6 pitanja), jasnost i dosljednost u primjeni pravila i podršci učenicima (5
pitanja), požrtvovnost učenika i orijentacija na postignuće (5 pitanja), negativna vršnjačka interakcija (5
pitanja), pozitivna vršnjačka interakcija (5 pitanja), disciplinska strogost (5 pitanja), uključenost učenika u
donošenje odluka (5 pitanja), inovacija u nastavi (4 pitanja), podrška kulturnom pluralizmu (4 pitanja) i
problemi sigurnosti (6 pitanja).
Rezultati u Tablici 1 pokazuju da se srednje vrijednosti ocjene kvalitete pedagoške klime kreću od najviše
u subskali 2 Jasnost i dosljednost u primjeni pravila i podršci učenicima s vrijednošću M=4,12 do najniže
procijenjena vrijednost za subskalu Uključenost učenika u donošenje odluka s vrijednošću M= 2,68. Nalazi
pokazuju da su učenici iznad prosječno procijenili šest od osam subskala.
Nalaz aritmetičke sredine svih tvrdnji (sumativna varijabla) M=3,54 pokazuje da je ocjena učenika o
kvaliteti pedagoške klime iznadprosječna. To potvrđuje i vrijednost One sample t testa (t=35,54; df=1638;
p=0.000; meandiff=0.54, test value=3), koja pokazuje da se rezultati statistički znatno razlikuju od kriterijske
(prosječne/neutralne vrijednosti) 3.
Rezultati pedagoške klime u školi obzirom na razred koji učenici pohađaju, prikazana ju u Tablici 2.
Vidimo da postoji statistički značajna razlika aritmetičkih sredina (M) na nivou (p<0,01), između učenika petih
i osmih razreda osnovne škole jer je vrijednost (t = 27,486; p =0,00). Učenici petih razreda pozitivnije
procjenjuju pedagošku klimu u školi od učenika osmih razreda.
Statistički značajna razlika se uočava u svih osam subskala na nivou (p<0,01). Uporedbom aritmetičkih
sredina može se zaključiti da učenici nižih razreda pozitivnije procjenjuju elemente pedagoške klime u odnosu
na učenike osmih razreda.
Treći cilj istraživanja je ispitivanje Povezanost između pedagoške klime uspjeha ispitanika. Za
izračunavanje se koristio Pearsonov koeficijent korelacije. Na temelju rezultata prikazanih u Tablici 3 može
se zaključiti da postoji statistički značajna niska pozitivna korelacija (r=0,14 **; p<0,05) između uspjeha
učenika i pedagoške klime.
Statistički značajna pozitivna i niska povezanost postoji između uspjeha učenika i Nastavnikove podrške
učenicima (r=0,11**) uspjeha i Jasnoće i dosljednost u primjeni pravila i podršci učenicima (r=0,15 **);
uspjeha i Požrtvovnosti učenika, orijentacija na postignuće (r =0,10 **)
; uspjeha i Pozitivne vršnjačke
interakcije (r=0,09**); uspjeha i Inovacije u nastavi (r=0,09**).

Pozitivna i statistički značajna povezanost postoji i između uspjeha i disciplinske strogosti (r=0,22 **).
Obzirom da su podatci za ovaj subtest rekodirani, nalazi pokazuju da pozitivna korelacija predstavlja manje
prisustvo disciplinske strogosti. Ovaj nalaz pokazuje da kada se uspjeh povećava, smanjuje se disciplinska
strogost.
Statistički značajna pozitivna povezanost postoji i između svih faktora međusobno kao i između faktora i
cjelokupne subskale pedagoške klime u školi. Dobra povezanost unutar skale pedagoške klime govori nam o
dobrom instrumentu i njegovoj pouzdanosti.
Pozitivna pedagoška klima preduvjet je maksimalnog razvoja svakog pojedinca obuhvaćenog odgojno-
obrazovnim radom i visokih odgojno-obrazovnih ishoda. Zbog toga je kvalitetna pedagoška klima značajna u
ostvarivanju ciljeva kvalitetnog odgoja i obrazovanja.
Istraživanje ima nekoliko ograničenja. Prvo ograničenje je činjenica da se kvaliteta pedagoške klime
određivala samoprocjenom ispitanika kroz transvezalno istraživanje. Također, istraživanje bi trebalo provesti
i u drugim Kantonima u Federaciji Bosne i Hercegovine, Distriktu Brčko i Republici Srpskoj. U cilju
otklanjanja nedostataka istraživanja, potrebno je provesti longitudinalna ili eksperimentalna istraživanja i
potrebno je uključiti i nastavnike i druge sudionike nastavnog procesa.

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Zehrina Selimović, M.Sc (1978), Senior assistant of Pedagogy and Didactics at the Department of Pedagogy
Faculty of Education University of Travnik, Bosnia and Herzegovina.
Adrdess: Konatur bb , 72270 Travnik, Bosnia and Herzegovina; Telephone: (+387) 030 540 876
E-mail: zehrina.selimovic@gmail.com

Siniša Opić, Ph.D (1973), Full Professor of Quantitative methodology and Research methodology in social
science at Faculty of Teacher Education, University of Zagreb, Croatia
Address: Novska, Slavka Batušića 7, 10000 Zagreb; (+385) 01 632 73 00
E-mail: sinisa.opic@ufzg.hr

Hazim Selimović, PhD (1971), Associate Professor of Pedagogy and Didactics at the Department of Pedagogy
Faculty of Education University of Travnik , Bosnia and Herzegovina
Address: Konatur bb , 72270 Travnik; Bosnia and Herzegovina; Telephone: (+387) 030 540 876
E-mail: hazim.selimovic@gmail.com