Positive School Climate as a Proactive Measure for Addressing School Discipline Problems in the Post-COVID-19 Era

Abstract

Student indiscipline is the most serious problem facing the education system, school violence and ineffective disciplinary practices have become a chronic problem, and most school improvement efforts lack proactive strategies that can anticipate and control behavioral problems. Distancing measures during the COVID-19 pandemic have significantly affected students' behavior after returning to school, with schools noting an increase in difficult and problematic behaviors as a result. This, in turn, has doubled the need to make school environments more attractive to students as a proactive solution to expected discipline problems. The study aimed to explore the impact of positive school climate on school discipline by measuring students' satisfaction with it, as the literature assumes a direct relationship between student discipline and the quality of school climate. It also sought to identify significant differences associated with gender and years of study variables, and their relationship to students' satisfaction with their school climate. The study adopts a descriptive analytical approach, while the questionnaire tool was used to collect data. In addition, to analyze the relationship between positive school climate and discipline practices and their impact on student behavior. The intentional or non-probability sampling method was also used to apply the questionnaire. The study results indicated a direct relationship between the achievement of positive climate items, including positive discipline practices in school, and students' self-commitment to rules and regulations, with statistically significant differences related to the gender variable. While the number of years variable was not statistically significant. These results are important in developing student discipline policies and help principals choose the best methods appropriate for the gender and ages of their students. It helps them create a school climate as students expect, not as adults expect it.