23Jul 2018

SCHOOL CLIMATE, INSTRUCTORS’ LEARNING MANAGEMENT AND STUDENTS’ SELF-EFFICACY

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This study assessed the school climate, learning management styles and student’s efficacy of the Nursing Student of the University of Buraimi, in the Sultanate of Oman. Using a descriptive-correlational method of research the researcher used the convenience sampling and with paramount consideration, the respondents were made to sign a consent form. There were two sets of questionnaire which were researcher-made tools to cover 150 nursing students and the teachers/clinical instructors of the Health Science Department. The findings indicated that all dimensions and components of school climate were rate as good. With reference to the Learning Management Approaches espoused by Shindler, the results indicated that the four management approaches were identified as dominant management styles except the enabler management approach. The student’s self-efficacy was also found to be good. The results of the correlation showed that there was no significant between school climate and the Dominator and the Enabler Management Approaches. On contrary, it was found out that there was significant relation between school climate has and the use of the conductor and facilitator management style. There was also no significant relation between school climate and student’s self-efficacy and the same between the learning management styles to the student’s self-efficacy. An Instruction Enhancement Plan was also proposed based on the findings.


[JAMES RYAN P. REBLANDO (2018); SCHOOL CLIMATE, INSTRUCTORS’ LEARNING MANAGEMENT AND STUDENTS’ SELF-EFFICACY Int. J. of Adv. Res. 6 (Jul). ] (ISSN 2320-5407). www.journalijar.com


Dr. James Ryan Reblando