School climate and teachers‘ professional wellbeing in Portugal

Jorge, José Reis; Pacheco, Patrícia; Ferreira, Marco; Barqueira, Ana; Baltazar, Isabel

http://hdl.handle.net/10362/183252

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The study reported in this chapter is part of an Erasmus KA3 project about teachers’ professional wellbeing. The aim of the study is to gain a better understanding of how Portuguese school teachers perceive the contribution of the school climate to their professional wellbeing. For this purpose, we conducted a qualitative interpretive study with a group of 57 Portuguese teachers. The data were collected through focus group interviews and the thematic analysis followed a hybrid approach. The deductive approach to the analysis, which was guided by a five-factor school climate model, indicated the sufficient adequacy of the teachers’ testimonials to the theoretical model. An inductive approach looking for latent meaning led to the inclusion of a new dimension related to Social and Emotional Literacy as a potential new factor impacting school climate. Accordingly, we propose a School Climate Analytical Framework (SCAF), which can be used and validated in future research. We hope to contribute to filling a gap in the empirical literature on school climate in the Portuguese context.