The Research Of Modeling The Positive School Climate

The Macau-Portuguese government, during the long period of colonial management, neglected education, providing resource for select schools from the pool of government schools, private schools and associational schools. They only provided resources, without due managerial oversight and academic attention to the private and associational schools. The government did not take responsibility socially but as the handover approached, the government, after 1985, began to give more attention to these other educational matters based on Portuguese government long-term neglect and the educational society in general. They did not face the challenges of the schools. Regarding the school environment, no one cared. Therefore, it gave me the chance to look into this matter of educational reform. I attempted to gather more information and also to form the active school environment.In order to know the Macau school environment, I did exhaustive and extensive research, using Halpin & Croft development theory and organizational formulas to develop the "school environment questionnaire" and also the basic Stogiddl relationship questionnaire. I designed the "Leadership Behavior Questionaire". This study was limited to Macau, SAR normal schools and did not include any special educational and training schools. Forty-five of these questionnaires were not returned. We successfully accepted one hundred seventy-five forms that had been completed. One hundred thirteen are teachers, sixty-two are students. For the second phase to know more about the Macau school climate, this study also interviewed some of the educational mentors,4consultants and teachers. For this Macau school climate to be clearly realized, this study employed the questionnaire methodology and personal interviews.The contents of this research project look into how to develop an active school environment through the questionnaire method, through a caring staff and trust. Making this transition requires a committed morale and professional leadership behavior. In this person-oriented analysis, there were many factors which contributed to the maximum effect. In addition, the experienced educator's advice was very important. In order to build up the Macau educational and school environment sector, this questionnaire and interview method has proved to be a very effective tool to reveal the following observations.1. The long period of neglect in the educational sector, i.e. the lack of study and attention. The teacher and high school students are largely ignorant of the undeveloped regulations.2. The active school climate includes all the staff and faculty working together to achieve maximum results through the "Active School Environment Questionnaire" and the "Principal Leadership Behavior Questionnaire" regarding the factors of Personal Orientation system of interaction.3. More data concerning the problem of forming the active school climate and their history of various factors, such as the teacher's rights and social standing and privileges, social welfare, methods of teachings, etc. When the teacher enjoys these things, the school climate automatically changes for the better, and also the principal is a primary factor of the school's primary formation.4. The formation of the active school climate are:a. for the school targets to be successfully achievedb. the school's development into a fully integrated cooperative environmentc. the principal can resolve all internal arguments and exert a powerful influenced. the school has a mutual respect for the opinions between the staff, faculty and administratione. the creation of an association compiled of professional colleagues for a common purposef. resolution of conflicts much be accomplished by all colleagues working togetherThis study reveals the results of the education department, the principal and teacher and a variety of educators who have provided very valuable data for this project.