School climate, pupil control ideology, and effectiveness

The need for more inclusive studies investigating the effectiveness of the dynamic properties of the school characterizing teacher-teacher, teacher- administrator, and teacher-student interactions, has never been more critical than now. For its survival, development, and growth, every school must meet its instrumental and expressive needs, which among others subsists in its openness and health, and humanistic pupil control ideology, the subjects of this book's investigation. This book offers climate and pupil control ideology as pliable routes to schools’ effectiveness than socioeconomic status, which is not so supple. It proposes workable alternatives to students’ academic achievements and raises issues about playing nice with students and schools’ discipline.