THE CORRELATION BETWEEN SCHOOL CLIMATE DIMENSIONS AND TEACHER WELL-BEING IN MALAYSIAN INDIGENOUS SCHOOLS
Abstract
Background and Purpose: Teaching at indigenous schools located in rural and outskirt areas is no small feat. Therefore, the teachers at these schools require a consistent and supportive school climate to enhance teacher well-being. As such, this study examines the relationship between the dimensions of school climate and well-being of teachers. It also discusses the application of five dimensions of school climate, namely collaboration, student relations, school resources, decision-making, and instructional innovation.
Methodology: Data for this quantitative study was gathered via a set of questionnaires. A total of 291 teachers from indigenous schools along the east coast states of Peninsular Malaysia, which are Kelantan, Terengganu, and Pahang participated in this study. A descriptive analysis of the findings was performed using the Statistical Package for the Social Sciences (SPSS), while an inferential analysis was conducted using PLS-SEM.
Findings: The empirical results show a significantly positive correlation between the five previously mentioned dimensions of school climate and teacher well-being.
Contributions: The findings of this study affirm the relative importance of school climate and its impact on teacher well-being. This study is significant for the Ministry of Education, indigenous school administrators, teachers, as well as policymakers in developing suitable strategies to improve the school climate and teacher well-being in Malaysian indigenous schools.
Keywords: Teacher well-being, collaboration, student relations, school resources, decision-making, instructional innovation.
Cite as: Kamarudin, N. A., Ahmad, A., Abdul Halim, A. S., Abdullah, R., & Kamalrulzaman, N. I. (2022). The correlation between school climate dimensions and teacher well-being in Malaysian indigenous schools. Journal of Nusantara Studies, 7(1), 292-315. http://dx.doi.org/10.24200/jonus.vol7iss1pp292-315
References
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Aeltermann, A., Engels, N., van Petegem, K., & Verheghe, J. P. (2007). The well-being of teachers in Flanders: The importance of a supportive school culture. Educational Studies, 33(3), 285-297.
Aelterman, A., Engels, N., Verhaeghe, J. P., Sys, H., Van Petegem, K., & Panagiotou, K. (2002). Development of an instrument to measure well-being among primary and secondary school teachers. Report for Flemish Department of Education.
Benevene, P., De Stasio, S., & Fiorilli, C. (2020). Editorial: Well-being of school teachers in their work environment. Frontiers in Psychology, 11(1), 1239.
Brown, L., & Roloff, M. (2011). Extra-role time, burnout, and commitment: The power of promises kept. Business Communication Quarterly, 74(4), 450-474.
Butt, R., & Retallick, J. (2002). Professional well-being and learning: A study of administrator-teacher workplace relationships. The Journal of Educational Enquiry, 3(1), 17-34.
Chang, Z., Geert, D., & Yifei, L. (2011). Teacher perceptions of school culture and their organizational commitment and well-being in a Chinese school. Asia Pacific Education Review, 12(1), 319-328.
Chiu, T. K. F. (2020). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 124(1), 1-17.
Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement. Springer.
Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(1), 11891204
Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2015). Teacher well-being: Exploring its components and a practice-oriented scale. Journal of Psychoeducational Assessment, 33(8), 744-756.
Darling-Hammond, L., & DePaoli, J. (2020). Why school climate matters and what can be done to improve it. State Education Standard, 20(2), 7-11.
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macro theory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182–185.
Deci, E. L., & Ryan, R. M. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publishing.
Diamontopoulos, A. (2006). The error term in framework measurement models: Interpretation & modelling implications. Journal of Modelling in Management, 1(1), 7-17.
Diener, E., Suh, M., Lucas, R., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2), 276-302.
Duckworth, A. L., Quinn, P. D., & Seligman, M. E. P. (2009). Positive predictors of teacher effectiveness. Journal of Positive Psychology, 4(1), 540-547.
Fiorilli, C., Benevene, P., De Stasio, S., Buonomo, I., Romano, L., Pepe, A., & Addimando, L. (2019). Teachers’ burnout: The role of trait emotional intelligence and social support. Frontiers in Psychology, 10(1), 2743.
Franke, G., & Sarstedt, M. (2019). Heuristics versus statistics in discriminant validity testing: A comparison of four procedures. Internet Research, 1(1), 431–447.
Fraser, B. J., & Rentoul, A. J. (1983). Development of a school-level environment questionnaire. Journal of Educational Administration, 21(1), 21-39.
Gray, C., Wilcox, G., & Nordstokke, D. (2017). Teacher mental health, school climate, inclusive education and student learning: A review. Canadian Psychology, 58(3), 203-210.
Greenberger, D. B., Strasser, S., Cummings, L. L., & Dunham, R. B. (1989). The impact of personal control on performance and satisfaction. Organisational Behaviour and Human Decision Process, 43(1), 29-51.
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24.
Hair, J., Hollingsworth, C. L., Randolph, A. B., & Chong, A. Y. L. (2017). An updated and expanded assessment of PLS-SEM in information systems research. Industrial Management and Data Systems, 117(3), 442–458.
Halpin, A. W., & Croft, D. B. (1963). Organisational climate of schools. Midwest Administration Center, University of Chicago.
Hamre, B. K., & Pianta, R. C. (2004). Self-reported depression in nonfamilial caregivers: Prevalence and associations with caregiver behavior in child-care settings. Early Childhood Research Quarterly, 19(1), 297–318.
Hoy, W. K., Smith, P. A., & Sweetland, S. R. (2002). The development of the organizational climate index for high schools: Its measure and relationship to faculty trust. High School Journal, 86(2), 38-49.
Hoy, W. K., Tarter, C. J., & Kottkamp, R. B. (1991). Open schools/healthy schools: Measuring organizational climate. Sage.
Jeon, L., Buettner, C. K., & Grant, A. A. (2018). Early childhood teachers’ psychological well-being: Exploring potential predictors of depression, stress, and emotional exhaustion. Early Education and Development, 29(1), 53-69.
Jacobsson, C., Akerlund, M., Graci, E., Cedstrand, E., & Archer, T. (2016). Teacher team effectiveness and teachers’ well-being. Clinical and Experimental Psychology Journal, 2(2), 1-5
Johnson, B., Steven, J. J., & Zvoch, K. (2007). Teacher’s perception of school climate: A validity study of scores from the revised school level environment questionnaire. Educational and Psychological Measurement, 67(1), 833-850.
Johnson, W. L., Johnson, A. M., & Zimmerman, K. (1996). Assessing school climate priorities: A Texas study. Clearing House, 70(1), 64-66.
Kaplan, H., & Madjar, N. (2017). The motivational outcomes of psychological need support among pre-service teachers: Multicultural and self-determination theory perspectives. Frontiers in Education, 2(42), 1-14.
Karasek, R. A., & Theorell, T. (1990). Healthy work: Stress, productivity, and the reconstruction of working life. Basic Books.
Kerlinger, F. N., & Lee, H. B. (2001). Foundation of behavioral research. Harcourt College Publishers.
Kristof, A. L. (1996). Person-organization fit: An integrative review of its conceptualizations, measurement, and implications. Personnel Psychology, 49(1), 1-49.
Kunasekaran, P., Gill, S., Ramachandran, S., Shuib, A., Baum, T., & Afandi, S. H. (2017). Measuring sustainable indigenous tourism indicators: A case of Mah Meri ethnic group in Carey Island, Malaysia. Sustainability, 9(7), 1256-1276.
Le Cornu, R. (2013). Building early career teacher resilience: The role of relationships. The Australian Journal of Teacher Education, 38(4), 1-16.
Lizana, P. A., Vega-Fernandez, G., & Lera, L. (2020). Association between chronic health conditions and quality of life in rural teachers. Frontiers in Psychology, 10(1), 2898.
London, M., & Larsen, H. (1999). Relationships between feedback and self-development. Group and Organization Management, 24(1), 5-27.
Malmberg, L.-E., & Hagger, H. (2009). Changes in student teachers’ agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences. British Journal of Educational Psychology, 79(1),
677–694.
Masron, T., Masami, F., & Ismail, N. (2013). Orang Asli in Peninsular Malaysia: Population, spatial distribution and socio-economic condition. Journal of Ritsumeikan Social Sciences and Humanities, 6(1), 75-115.
McCallum, F., & Price, D. (2010). Well teachers, well students. The Journal of Student Well-being, 4(1), 19-34.
Meysamie, A., Taee. F., Mohammadi Vajari, M. A., Yoosefi Khanghah, S., Emmzadeh Fard, S., & Abassi, M. (2014). Sample size calculation on web, can we rely on the results? Journal of Medical Statistics and Informatics, 2(3), 1-8.
Mohamad Kasim, M. A., Ismail, S. N., Mohammad, S., & Ibrahim, H. (2016). Iklim sekolah and komitmen guru di Sekolah Agama Bantuan Kerajaan (SABK) Negeri Kelantan. Proceeding of ICECRS, 1(1), 699-708.
Mohd Yusoff, S. (2016). Tahap iklim sekolah, tahap komitmen guru serta hubungan di antara iklim sekolah dengan komitmen guru sekolah - Sekolah menengah Daerah Machang, Kelantan. Proceeding of ICERS, 1(1), 635-646.
Moolenaar, N. M. (2010). Ties with potential: Nature, antecedents, and consequences of social networks in school teams. (Unpublished doctoral thesis). University of Amsterdam, Netherlands.
Norton, M. S. (2008). Human resources administration for educational leaders. Sage Publications Inc.
Paine, L., & Ma, L. (1993). Teachers working together: A dialogue on organizational and cultural perspectives of Chinese teachers. International Journal of Educational Research, 19(8), 675-697.
Ramle, A., Mohamad Hafis, A. S., & Asmawi, I. (2014). Lifestyle transformations of the Orang Asli through participations in the Palm Oil Plantation Projects in Terengganu State, Peninsula Malaysia. European Academic Research, 2(2), 1657-1676.
Retallick, J., & Butt, R. (2004). Professional well-being and learning: A study of teacher-peer workplace relationships. The Journal of Educational Enquiry, 5(1), 85-99.
Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99(1), 761–774.
Sargent, L. D., & Deborah, T. J. (1998). The effects of work control and job demands on employee adjustment and work performance. Journal of Organisational and Occupational Psychology, 71(1), 216-236.
Sekaran, U., & Bougie, R. (2010). Research methods for business: A skill-building approach (5th ed.). John Wiley & Sons.
Soini, T., Pyhältö, K., & Pietarinen, J. (2010). Pedagogical well-being: Reflecting learning and well-being in teachers’ work. Teachers and Teaching, 16(6), 735-751.
Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher well-being: The importance of teacher– student relationships. Educational Psychology Review, 23(4), 457-477.
Tapia-Fonlelm, C., Fraijo-Sing, B., Corral-Verdugo, V., Garza-Teran, G., & Moreno-Barahona, M. (2020). School environments and elementary school children’s well-being in Northwestern Mexico. Frontiers in Psychology, 11(510), 1-8.
Wan Hanafi, W. A., Ahmad, S., & Ali, N. (2014). Faktor budaya dan persekitaran dalam prestasi pendidikan anak Orang Asli di Malaysia: Kajian kes di Kelantan. Geografia: Malaysian Journal of Society and Space, 10(5), 107-122.
Wang, M. T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(1), 315-352.
Webb, N. M. (2009). The teacher’s role in promoting collaborative dialogue in the classroom. British Journal of Psychology, 7(9), 1-28.
Wu, T-J., Wang, L-Y., Gao, J-Y., & Wei, A-P. (2020). Social support and well-being of Chinese special education teachers - An emotional labour perspective. International Journal of Environmental Research and Public Health, 17(18), 6884.
Yildirim, K. (2014). Main factors of teachers’ professional well-being. Educational Research and Reviews, 9(6), 153-163.
Zakaria, Y. F. (2020). Effects of school climate and teachers’ self-efficacy on job satisfaction of mostly STEM teachers: A structural multigroup invariance approach. International Journal of STEM Education, 7(10), 1-12.
Aeltermann, A., Engels, N., van Petegem, K., & Verheghe, J. P. (2007). The well-being of teachers in Flanders: The importance of a supportive school culture. Educational Studies, 33(3), 285-297.
Aelterman, A., Engels, N., Verhaeghe, J. P., Sys, H., Van Petegem, K., & Panagiotou, K. (2002). Development of an instrument to measure well-being among primary and secondary school teachers. Report for Flemish Department of Education.
Benevene, P., De Stasio, S., & Fiorilli, C. (2020). Editorial: Well-being of school teachers in their work environment. Frontiers in Psychology, 11(1), 1239.
Brown, L., & Roloff, M. (2011). Extra-role time, burnout, and commitment: The power of promises kept. Business Communication Quarterly, 74(4), 450-474.
Butt, R., & Retallick, J. (2002). Professional well-being and learning: A study of administrator-teacher workplace relationships. The Journal of Educational Enquiry, 3(1), 17-34.
Chang, Z., Geert, D., & Yifei, L. (2011). Teacher perceptions of school culture and their organizational commitment and well-being in a Chinese school. Asia Pacific Education Review, 12(1), 319-328.
Chiu, T. K. F. (2020). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 124(1), 1-17.
Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement. Springer.
Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(1), 11891204
Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2015). Teacher well-being: Exploring its components and a practice-oriented scale. Journal of Psychoeducational Assessment, 33(8), 744-756.
Darling-Hammond, L., & DePaoli, J. (2020). Why school climate matters and what can be done to improve it. State Education Standard, 20(2), 7-11.
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macro theory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182–185.
Deci, E. L., & Ryan, R. M. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publishing.
Diamontopoulos, A. (2006). The error term in framework measurement models: Interpretation & modelling implications. Journal of Modelling in Management, 1(1), 7-17.
Diener, E., Suh, M., Lucas, R., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2), 276-302.
Duckworth, A. L., Quinn, P. D., & Seligman, M. E. P. (2009). Positive predictors of teacher effectiveness. Journal of Positive Psychology, 4(1), 540-547.
Fiorilli, C., Benevene, P., De Stasio, S., Buonomo, I., Romano, L., Pepe, A., & Addimando, L. (2019). Teachers’ burnout: The role of trait emotional intelligence and social support. Frontiers in Psychology, 10(1), 2743.
Franke, G., & Sarstedt, M. (2019). Heuristics versus statistics in discriminant validity testing: A comparison of four procedures. Internet Research, 1(1), 431–447.
Fraser, B. J., & Rentoul, A. J. (1983). Development of a school-level environment questionnaire. Journal of Educational Administration, 21(1), 21-39.
Gray, C., Wilcox, G., & Nordstokke, D. (2017). Teacher mental health, school climate, inclusive education and student learning: A review. Canadian Psychology, 58(3), 203-210.
Greenberger, D. B., Strasser, S., Cummings, L. L., & Dunham, R. B. (1989). The impact of personal control on performance and satisfaction. Organisational Behaviour and Human Decision Process, 43(1), 29-51.
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24.
Hair, J., Hollingsworth, C. L., Randolph, A. B., & Chong, A. Y. L. (2017). An updated and expanded assessment of PLS-SEM in information systems research. Industrial Management and Data Systems, 117(3), 442–458.
Halpin, A. W., & Croft, D. B. (1963). Organisational climate of schools. Midwest Administration Center, University of Chicago.
Hamre, B. K., & Pianta, R. C. (2004). Self-reported depression in nonfamilial caregivers: Prevalence and associations with caregiver behavior in child-care settings. Early Childhood Research Quarterly, 19(1), 297–318.
Hoy, W. K., Smith, P. A., & Sweetland, S. R. (2002). The development of the organizational climate index for high schools: Its measure and relationship to faculty trust. High School Journal, 86(2), 38-49.
Hoy, W. K., Tarter, C. J., & Kottkamp, R. B. (1991). Open schools/healthy schools: Measuring organizational climate. Sage.
Jeon, L., Buettner, C. K., & Grant, A. A. (2018). Early childhood teachers’ psychological well-being: Exploring potential predictors of depression, stress, and emotional exhaustion. Early Education and Development, 29(1), 53-69.
Jacobsson, C., Akerlund, M., Graci, E., Cedstrand, E., & Archer, T. (2016). Teacher team effectiveness and teachers’ well-being. Clinical and Experimental Psychology Journal, 2(2), 1-5
Johnson, B., Steven, J. J., & Zvoch, K. (2007). Teacher’s perception of school climate: A validity study of scores from the revised school level environment questionnaire. Educational and Psychological Measurement, 67(1), 833-850.
Johnson, W. L., Johnson, A. M., & Zimmerman, K. (1996). Assessing school climate priorities: A Texas study. Clearing House, 70(1), 64-66.
Kaplan, H., & Madjar, N. (2017). The motivational outcomes of psychological need support among pre-service teachers: Multicultural and self-determination theory perspectives. Frontiers in Education, 2(42), 1-14.
Karasek, R. A., & Theorell, T. (1990). Healthy work: Stress, productivity, and the reconstruction of working life. Basic Books.
Kerlinger, F. N., & Lee, H. B. (2001). Foundation of behavioral research. Harcourt College Publishers.
Kristof, A. L. (1996). Person-organization fit: An integrative review of its conceptualizations, measurement, and implications. Personnel Psychology, 49(1), 1-49.
Kunasekaran, P., Gill, S., Ramachandran, S., Shuib, A., Baum, T., & Afandi, S. H. (2017). Measuring sustainable indigenous tourism indicators: A case of Mah Meri ethnic group in Carey Island, Malaysia. Sustainability, 9(7), 1256-1276.
Le Cornu, R. (2013). Building early career teacher resilience: The role of relationships. The Australian Journal of Teacher Education, 38(4), 1-16.
Lizana, P. A., Vega-Fernandez, G., & Lera, L. (2020). Association between chronic health conditions and quality of life in rural teachers. Frontiers in Psychology, 10(1), 2898.
London, M., & Larsen, H. (1999). Relationships between feedback and self-development. Group and Organization Management, 24(1), 5-27.
Malmberg, L.-E., & Hagger, H. (2009). Changes in student teachers’ agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences. British Journal of Educational Psychology, 79(1),
677–694.
Masron, T., Masami, F., & Ismail, N. (2013). Orang Asli in Peninsular Malaysia: Population, spatial distribution and socio-economic condition. Journal of Ritsumeikan Social Sciences and Humanities, 6(1), 75-115.
McCallum, F., & Price, D. (2010). Well teachers, well students. The Journal of Student Well-being, 4(1), 19-34.
Meysamie, A., Taee. F., Mohammadi Vajari, M. A., Yoosefi Khanghah, S., Emmzadeh Fard, S., & Abassi, M. (2014). Sample size calculation on web, can we rely on the results? Journal of Medical Statistics and Informatics, 2(3), 1-8.
Mohamad Kasim, M. A., Ismail, S. N., Mohammad, S., & Ibrahim, H. (2016). Iklim sekolah and komitmen guru di Sekolah Agama Bantuan Kerajaan (SABK) Negeri Kelantan. Proceeding of ICECRS, 1(1), 699-708.
Mohd Yusoff, S. (2016). Tahap iklim sekolah, tahap komitmen guru serta hubungan di antara iklim sekolah dengan komitmen guru sekolah - Sekolah menengah Daerah Machang, Kelantan. Proceeding of ICERS, 1(1), 635-646.
Moolenaar, N. M. (2010). Ties with potential: Nature, antecedents, and consequences of social networks in school teams. (Unpublished doctoral thesis). University of Amsterdam, Netherlands.
Norton, M. S. (2008). Human resources administration for educational leaders. Sage Publications Inc.
Paine, L., & Ma, L. (1993). Teachers working together: A dialogue on organizational and cultural perspectives of Chinese teachers. International Journal of Educational Research, 19(8), 675-697.
Ramle, A., Mohamad Hafis, A. S., & Asmawi, I. (2014). Lifestyle transformations of the Orang Asli through participations in the Palm Oil Plantation Projects in Terengganu State, Peninsula Malaysia. European Academic Research, 2(2), 1657-1676.
Retallick, J., & Butt, R. (2004). Professional well-being and learning: A study of teacher-peer workplace relationships. The Journal of Educational Enquiry, 5(1), 85-99.
Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99(1), 761–774.
Sargent, L. D., & Deborah, T. J. (1998). The effects of work control and job demands on employee adjustment and work performance. Journal of Organisational and Occupational Psychology, 71(1), 216-236.
Sekaran, U., & Bougie, R. (2010). Research methods for business: A skill-building approach (5th ed.). John Wiley & Sons.
Soini, T., Pyhältö, K., & Pietarinen, J. (2010). Pedagogical well-being: Reflecting learning and well-being in teachers’ work. Teachers and Teaching, 16(6), 735-751.
Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher well-being: The importance of teacher– student relationships. Educational Psychology Review, 23(4), 457-477.
Tapia-Fonlelm, C., Fraijo-Sing, B., Corral-Verdugo, V., Garza-Teran, G., & Moreno-Barahona, M. (2020). School environments and elementary school children’s well-being in Northwestern Mexico. Frontiers in Psychology, 11(510), 1-8.
Wan Hanafi, W. A., Ahmad, S., & Ali, N. (2014). Faktor budaya dan persekitaran dalam prestasi pendidikan anak Orang Asli di Malaysia: Kajian kes di Kelantan. Geografia: Malaysian Journal of Society and Space, 10(5), 107-122.
Wang, M. T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(1), 315-352.
Webb, N. M. (2009). The teacher’s role in promoting collaborative dialogue in the classroom. British Journal of Psychology, 7(9), 1-28.
Wu, T-J., Wang, L-Y., Gao, J-Y., & Wei, A-P. (2020). Social support and well-being of Chinese special education teachers - An emotional labour perspective. International Journal of Environmental Research and Public Health, 17(18), 6884.
Yildirim, K. (2014). Main factors of teachers’ professional well-being. Educational Research and Reviews, 9(6), 153-163.
Zakaria, Y. F. (2020). Effects of school climate and teachers’ self-efficacy on job satisfaction of mostly STEM teachers: A structural multigroup invariance approach. International Journal of STEM Education, 7(10), 1-12.
Published
2022-01-13
How to Cite
Kamarudin, N. A., binti Ahmad, A., bin Abdul Halim, M. A. S., bin Abdullah, R., & Kamalrulzaman, N. I. (2022). THE CORRELATION BETWEEN SCHOOL CLIMATE DIMENSIONS AND TEACHER WELL-BEING IN MALAYSIAN INDIGENOUS SCHOOLS. Journal of Nusantara Studies (JONUS), 7(1), 292-315. https://doi.org/10.24200/jonus.vol7iss1pp292-315
Section
Articles
