Climate of Change, Teacher Attributes and Readiness for Change in Selected Schools in China

Abstract

This study aimed to determine the School Climate in selected schools in China, focusing on teachers' self-efficacy and professional satisfaction. The research used descriptive-correlational and correlation methods to analyze the school climate in terms of professional development, evaluation feedback, and participation in decision-making. The findings showed that respondents had a positive perception of teachers' pedagogical skills, high perception of the school climate towards evaluation feedback, and high perception of the school climate towards decision-making. The study also revealed that teachers' satisfaction should be continually enhanced by school authorities, who should practice effective management principles, maintain good communication, and pay attention to the development of school infrastructure. Fair evaluation of teachers' performance, skills, and qualifications, as well as fair promotion policies, should be based on fair promotion policies. Additionally, the school authority should create opportunities for continuous professional development training to increase self-confidence and teaching quality.