Content uploaded by Rahmania Utari
Author content
All content in this area was uploaded by Rahmania Utari on Sep 20, 2023
Content may be subject to copyright.
Proceedings of the 6th International Conference on Research of Educational Administration and
Management (ICREAM 2022)
147
Middle School Teacher’s Perspectives Regarding
School Ethical Climate
Rahmania Utari1, Cepi Safruddin Abduljabar2, Wiwik Wijayanti3, MD. Niron4, Tina Rahmawati5, Udik Budi
Wibowo6
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia
rahmania_utari@uny.ac.id, cepi_safruddin@uny.ac.id, wiwik_wijayanti@uny.ac.id, niron@uny.ac.id, tinarahma@uny.ac.id,
udik_bw@uny.ac.id
Abstract— This study aims to explore the teacher's
perception of the ethical climate in their respective
schools.The method used in this research is mixed methods
sequential explanatory design. The population of this
study were teachers who had worked in the four schools
for two years. In the first stage, conventional sampling was
applied to select four schools in Gamping District, Sleman
Regency. In the second phase of the study, Focuss Group
Discussion and interviews were involving 24 participants.
The results of the study found that teachers perceived
positively toward their school ethical climate In terms of
each indicator, the highest score was at “teachers are role
models for students”, while the lowest score was at
“without cheating, students share ideas, class notes, and
other materials with their classmates”. It was found that
schools had made efforts to build ethical climate through
implementing school conduct, personal approach and
involving stakeholders. The results of this study suggest to
strengthening the consistency of positive behavior of
students both inside and outside the classroom, facilitating
communication channels to allow students provide
feedback to teachers to be followed up and the emerging
needs of improving teacher skills in differentiated
learning.
Keywords— school climate, school ethical climate,
organizational behavior
INTRODUCTION
Records of violence involving youth outside of school
hours in the Special Province of Yogyakarta, Indonesia
show an increase, especially in the form of “Klitih”. The
term “klitih” is attached to a form of street crime around
the Special Region of Yogyakarta, including Sleman
Regency, which is generally carried out at night in the
form of injuring innocent victims. This juvenile
delinquency behavior is carried out by going around
using a vehicle carried out by a group of students with the
intention of looking for other school students who are
considered enemies [1]. Based on the records of the
Yogyakarta Regional Police, in 2021 there were 58 cases
of klitih with the majority of perpetrators namely 80
people still having student status [2]. Klitih's perpetrators
are teenagers between the ages of 15 and 18 [3], in other
studies it was revealed that the age range of the
perpetrators was 14 to 22 years or junior and senior high
school students [4]. Among them are still studying and
some are junior high school graduates who do not
continue high school. Based on research, one of the
drivers for the emergence of this crime is due to the
environment of the perpetrators who have certain groups
(gangs) and have enemies.
Based on previous research, “klitih” begins with a
school environment in which there are gangs. Junior
students are provoked by their seniors to take certain
actions [5]. One of the recommendations of previous
research related to “Klitih” is the need for outreach to
students in junior high schools [1]. Schools are also
expected to care more about the behavior of students.
The context of the situation above raises the urgency
of school attention to school climate. Recent research has
found that the school climate affects the aggressiveness
of students [6]. On the other hand, there are still schools
that do not want to recognize the important role of the
teacher in dealing with violence among students [7].
Moral deviance occurs when someone does
something by neglecting moral considerations, so this
behavior results from cognitive processes [8]. Student
character can be formed from habituation in class,
workplace and society [9]. Research has found that
students who perceive their school as having a very
positive ethical climate tend not to show unethical
behavior [10]. Although the ethical climate does not have
a direct effect on the formation of student behavior [9],
the ethical climate acts as a moderator variable in relation
to mal-ethical behavior.
Proceedings of the 6th International Conference on Research of Educational Administration and
Management (ICREAM 2022)
148
The ethical climate of the school is a sub of the school
climate. Ethics in a community is inseparable from the
existence of a conducive atmosphere, which is also called
an ethical climate. Ethical climate is a shared perception
of which behavior is considered ethical and how ethical
issues are handled jointly [11]. Organizational ethical
climate is also defined as the perception of the
organization's routine practices and procedures that
contain ethical content [12]. The ethical climate results
from organizational policies, practices, leadership and
the influence of decision-making on organizational
members and their impact on their work attitudes and
behavior [12].
The existence of a positive school ethical climate has
the opportunity to reduce the rate of violence and
disrespectful behavior among school members [13]. The
results of the study found a positive ethical climate in
schools was able to strengthen honest behavior in
students and interactions between individuals in schools
including between teachers [14]. Schools that show an
agreement on the values of justice, obedience to rules,
mutual respect, cooperation and compassion will
motivate teachers and students to become positive
communities [15]. An organization needs to make rules
and norms which become the official reference for its
members in behaving, because from the work
environment as well as the social environment a person
will learn and show behavior according to the demands
of his surroundings [16].
The role of the teacher in shaping the ethical climate
of the school is very important. Research has found a
positive relationship between ethical climate and the
quality of teacher work life [17]. This paper aims to
describe how far the level of school ethical climate
perceived by teachers and how teachers respond to the
ethical climate conditions in their schools.
METHODOLOGY
The method used in this research is mixed methods,
with an explanatory sequential design. The population of
this study were teachers from public and private junior
high or middle schools in Gamping District, Sleman
Regency. Using convenient sampling, 2 public and 2
private junior high schools were selected out of 13 middle
schools.
Data collection in the first stage of the study used the
adapted questionnaire which was developed in a credible
research [13]. The questionnaire was given to teachers
who had worked for at least two years at the school
where this research was conducted. From a total of 89
identified respondents, there were 72 respondents who
returned the questionnaire.
Table 1 Distribution of Responndent
N
Junior High School A
16
Junior High School B
23
Junior High School C
26
Junior High School D
7
Total
72
The internal consistency of questionnaire is 0.927,
which is > 0.06, thus the questionnaire is reliable.
However, from 50 questions there are 6 items dropped
because the validity value were < r table (0.2353).
The second stage of data collection was carried out
through FGDs and interviews. There were 20 teachers
involved in FGD whom randomly selected and 2
counseling teachers and 2 school principals were
interviewed determined based on snowball sampling.
FINDING AND DISCUSSION
Quantitative data on the climate of school ethics
in the four schools from the teacher's perspective
shows that the overall mean value obtained is 3.328
from maximum of 4, with a Standard Deviation of
0.347. The average gain per standard is shown in
table 2.
Table 2 Mean Score In Each Aspect Of School Ethical
Climate
Aspect
Mean
Student to teacher
3.281
Student to student
3.201
Teacher to student
3.410
The detailed results for each aspect are as depicted in
table 3.
Proceedings of the 6th International Conference on Research of Educational Administration and
Management (ICREAM 2022)
149
Table 3 School Ethical Climate Mean Score Per Indicator
Aspect
School Ethical Climate
Indicator
Mean
SD
Student
to
teacher
Students’ work shows effort
3.167
0.531
Students follow teachers’
directions
3.292
0.542
Students are respectful to
teachers
3.417
0.542
Students actively participate in
class discussions.
3.389
0.881
Students pay attention during
class
3.319
0.552
Students accept responsibility
for getting help when they need
it
3.389
0.681
Students let their teachers know
when commitments cannot be
met.
3.167
0.531
Teachers can trust students to
behave appropriately in
unsupervised situations
3.056
0.579
Student
to
student
Students feel free to discuss
their ideas with their classmates
3.236
0.489
Students are considerate of
their classmates’ feelings
3.042
0.458
Students make new students
feel welcome at this school
3.264
0.444
Students go out of their way to
help their classmates
3.292
0.488
Students encourage their
classmates when appropriate
3.278
0.510
Without cheating, students
share ideas, class notes, and
other materials with their
classmates
3.000
0.557
When working in a group with
their classmates, students do
their fair share of the work.
3.264
0.503
Students treat their classmates
with respect.
3.236
0.459
Students defend classmates
who are being picked on by
others.
3.139
0.484
Students respect classmates’
personal belongings
3.222
0.419
Honor roll students are
accepted by their classmates
3.264
0.475
Students feel it is O.K. to walk
away from a fight
3.181
0.454
Teacher
to
student
Teachers are available to
students outside of class time
3.417
0.550
Teachers praise students for
excellent work
3.556
0.500
Aspect
School Ethical Climate
Indicator
Mean
SD
Teachers help students improve
their study habits
3.444
0.500
Teachers present more than one
point of view.
3.389
0.545
Teachers treat all students with
respect
3.542
0.502
Teachers encourage students to
ask questions if they are
appropriate
3.472
0.556
Teachers give students the
opportunity to practice what
they learn.
3.472
0.530
Teachers are well-prepared for
their classes
3.458
0.529
Teachers are positive role
models for students
3.569
0.552
Students and teachers
cooperate with each other
3.486
0.531
Teachers respect the cultures of
all students
3.444
0.603
Teachers are available to all
students on an equal basis.
3.458
0.502
Teachers help students with
special needs.
3.431
0.499
Teachers provide students with
praise when appropriate. 16.
3.431
0.499
Teachers return assignments in
a reasonable amount of time.
17.
3.319
0.470
Students who have questions
about grades feel free to talk to
their teachers
3.319
0.470
Students feel comfortable
seeking help from teachers
outside of class time. 19.
3.306
0.547
When school-related problems
arise, students feel free to talk
with teachers
3.375
0.542
Students can trust teachers with
personal information
3.347
0.508
Teachers promote cooperation
among students
3.528
0.503
Teachers follow through on
reasonable feedback from
students
3.097
0.695
Teachers allow students to
choose topics for course
projects or papers
3.111
0.640
Teachers are attentive to
students during meetings
3.458
0.502
Teachers allow students to
express their opinions even if
3.389
0.519
Proceedings of the 6th International Conference on Research of Educational Administration and
Management (ICREAM 2022)
150
Aspect
School Ethical Climate
Indicator
Mean
SD
they are different from the
teachers’
Based on table 3, the top five score was teachers are
positive role models for students (3,569), the teachers
praise students for excellent work (3,556), teachers treat
all students with respect (3,542), Teachers promote
cooperation among students r (3,528), and students and
teachers cooperate with each other (3.486). On the other
hand, the bottom five scores are without cheating,
students share ideas, class notes, and other materials with
their classmates (3.00), students are considerate of their
classmates’ feelings s (3.042), teachers can trust students
to behave appropriately in unsupervised situations
(3.056), teachers follow through on reasonable feedback
from students (3.097) and teachers allow students to
choose topics for course projects or papers (3.111).
To explore the lowest score finding, the research team
conducted FGD and interviews with school principals
and teachers.
A. Cheating Behavior in Students
According to Teacher A from School D, the reason
for the cheating behavior itself was that the students
perceived the difficulty level of the questions was high,
so students were not confident. The teacher admits,
sometimes the exam questions are outside the material
taught by the teacher. This is due to the existence of exam
questions given by the Education Office with material
that is not always exactly the same as what is conveyed
by the teacher in learning. Another cause of cheating
behavior according to teachers is pressure from parents.
However, the most basic problem is the inability to
master the material. This was worse by the fear and feel
embarrassed to ask teacher for help. As a result, students
can not do their best at test or assigment and prefer
cheating.
Cheating behavior is caused by multiple factors [18].
The latest research in 2022 shows that there are gaps and
inconsistencies between beliefs/knowledge and
regulations. Schools need to penalize dishonest behavior.
Cheating behavior thrives when situational factors
originating from peers and risk and contextual factors
originating from the class, teacher, parents and school
meet individual factors. Therefore schools do not only
need to improve students' mastery of the material but also
learning models and other external factors such as the
learning climate and the consistency of punishment.
B. Behavior Considering Friends' Feelings
Regarding students' consideration of their friends'
feelings, both the principal and the teacher stated that
there was still bullying and exortion by students towards
other students even though the frequency decreased.
It is recognized that economic disparities also
influence the exortion behavior. Teachers from School A
said the perpetrator came from a lower middle class
family background. Attention from parents is also
mentioned as one of the causes of this negative behavior.
Regarding economic disparities, there are interesting
findings from private School C. The school program in
the form of specialization classes in the form of regular
and special classes has an impact on student interactions
between the two types of classes which are less fluid. A
special class called the Tahfidz class (a class whose
students are targeted to be able to memorize the Qur'an),
is predominantly filled by students from the upper middle
class, while the regular class student most come from
various social-economic background.
These findings indicate that the negative behavior that
students still carry out is quite diverse, ranging from
verbal bullying to intimidation to forcefully ask friends
for money or snacks. Male students are dominantly
involved in violent behavior as shown in previous studies
in Indonesia [19]. Research in other areas in Indonesia
found that bullying behavior is usually carried out by
more than one person and the more often the victim meets
the perpetrator, the more opportunities for aggression to
occur [20]. From the same study, it was found that
bullying occurs during breaks or learning breaks. Based
on the research results, there is a positive relationship
between school climate and aggression [21].
C. Student Behavior Outside School Hours
(unsupervised situation)
The results of the FGD showed that there was a
similar situation between two public Schools in Gamping
Sub-District who admitted that they had been stigmatized
as a result of the delinquency committed by their
students. However, in the past two years, schools have
benefited from the Covid-19 pandemic because they have
minimized the opportunity for students to meet face-to-
face with alumni who have a track record of bad
behavior.
Proceedings of the 6th International Conference on Research of Educational Administration and
Management (ICREAM 2022)
151
The decrease in the incidence of brawls has also
occurred at school B. According to school B teachers,
apart from the pandemic, it has reduced the intensity of
student meetings with alumni, which has had a bad
influence. The teacher with the initial R from school B
said that the stigma experienced by his school is now
firmly eroded by a school policy that strictly prohibits
students from using gang symbols and other symbols that
have negative associations, including the alias name of
the school that used to be popular. In addition, every year
the school cooperates with noncommisioned law
enforcement officer of Indonesia National Army whose
office is located nearby school. Another school effort is
to build a fence to make it higher than before. School B
is the only one of the four schools located on the edge of
the national highway. School B is in a position of being
relatively vulnerable to attacks such as the boulder that
students from other schools have made against it.
At school C, the behavior that significantly decreased
was vandalism. The existence of gangs and alumni who
have a bad influence was also highlighted by School C.
Teacher A from School C felt that his school is now being
recognized by the community in a positive way because
of the achievements made and also published by the
school. The school which is under the auspices of this
Islamic organization has a superior class, namely the
Tafidz class with 30 Jus memorized and with certain
methods and good tartil. Graduation processions are
often a place for schools to show their achievements so
that they are increasingly recognized by the local
community.
Unlike the three schools above, School D students
have never been involved in a fight. According to the
Principal, Ibu RE, the behavior of the students at School
D is relatively calm, never facing challenges in brawls or
similar actions because the school often calls them out.
This cannot be separated from the presence of students at
School D who are also students at Islamic boarding
schools. Compared to other schools, the number of
students at School D is much smaller. One class consists
of around 25 students and the total number of study
groups is only 6 classes with students under 150. On the
other hand, schools A and B have a total of 18 classes and
school C has 15 classes with each number of student
roughly 30- 32.
In terms of the consistency of student behavior inside
and outside the classroom/school, teachers consider that
character building is something that cannot be separated
from learning. The negative behavior of students outside
the school environment greatly influences the image of
the school. The most frequent appeals made by teachers
are related to the prevention of negative behavior,
especially in the form of childish juvenile delinquency,
bullying, including blackmailing underclassmen.
From the findings above, the cause of Klitih criminal
acts originating from the school environment is the
existence of gangs initiated and fostered by alumni.
Previous research confirms the existence of the alumni
doctrine which influences student behavior so that they
engage in brawls or klitih [22]. In addition, the large
number of students has an effect on youth violence [23].
This implies that prevention of violence among students
needs to be done by increasing the quality of personal
closeness with students.
D. Follow-up of student’s feedback by teachers
The four schools do not yet have special facilities to
enable students to provide input to teachers. Even so, the
closeness between the teacher and the students made
some students feel that the teacher did not hesitate to give
input to the teacher.
In the FGD it was revealed that the interaction
between teachers and students recently was much
warmer than it was in the past. Many students call
teachers by their favorite names, such as "Mommy" to the
teacher as conveyed by Teacher A from School B.
However, one teacher from School D said that however
there is a limit to intimacy between teachers and students,
especially in Islamic school environment.
The teacher explains that students' input is considered
good to be accommodated and followed up. It's just that
the teacher finds it difficult to be able to accommodate all
of them because of the very diverse opinions of students.
In a learning contract, the teacher offers students an
agreement, with the hope that students will be consistent
with the agreement made together.
The teachers provide contact numbers that students
and parents can contact, as well as join the class
Whatsapp (WA) group. However, the teacher also
admitted that he was not always able to answer questions
via WA. Apart from being busy taking care of household
chores, teachers feel more able to answer questions
comprehensively when meeting students face to face.
The teachers also do not deny that there are still many
students who are reluctant to ask questions directly to the
teacher and prefer to ask the class leader or their
peers.Para guru juga mengakui mereka menyimak
Proceedings of the 6th International Conference on Research of Educational Administration and
Management (ICREAM 2022)
152
sungguh-sungguh arahan kepala sekolah dan otoritas
terkait.
For example, the recent socialization of an appeal
from the Sleman District Education Office is for teachers
not to give corporal punishment and harsh reprimands to
students who commit violations. Although almost all of
the teachers in the FGD complained about this, on the
other hand they were also looking for ways to be able to
coach students even though they were almost without
punishment.
The School Principal of School C and D directed
teachers to avoid punishment and encourage them to do
personal approach. Both school principals who are
female said that this was not easy and it is a challenge for
teachers today.
Providing feedback to teachers by students is
necessary for improving teaching quality [24]. The gap
in perceptions between teachers and students regarding
quality learning can be bridged by providing
opportunities for students to provide feedback to
teachers. Students will also feel appreciated because their
opinions are heard. Schools need to facilitate the
provision of student feedback to teachers so that there is
a deeper dialogue to equalize perceptions between
teachers and students. Feedback from students will have
an impact on the teacher's professional development [25].
In order for feedback for teachers to be used optimally, it
is necessary to provide communication channels and
tools such as quality measurement instruments or
comparisons between expectations and reality that can be
used according to the characteristics of Middle school
students. Furthermore, schools can take advantage of
feedback to provide certain recommendations to teachers
so that the quality of learning is better [26].
E. The Opportunity to choose topic or assignment
Recent research recommends that the way of teaching
teachers shift from standard methods to differentiated
learning which is characterized by involving students in
the learning process and enriching the curriculum with
differentiated learning [27]. Differentiated learning is
defined as the teacher's efforts to plan and carry out
learning with a variety of content, processes and products
in order to address differences in readiness, interests and
learning needs [28]. Differentiated learning is also
carried out as a solution to the diversity of student
backgrounds, both in knowledge and language. Selection
of topics and forms of assignments is one part of
differentiated learning.
With regard to the opportunity for students to choose
a topic or form of assignment, the teachers identified this
as part of differentiated learning. So far, one form of
differentiated learning that has been done is in the form
of a process. For example, the teacher develops a variety
of learning activities, including lectures, presentations,
LKS-based projects and homework and observations.
Students also do not only work individually but also in
groups, with the hope that students are trained to work
together and deal with differences of opinion. Teachers
in the four schools also sometimes give choices to
students in order to challenge them so that they are more
motivated when doing assignments.
Generally, teachers have attempted to develop lesson
plans by taking into account the context of student needs.
However, the teacher also revealed that there were
difficulties in giving choices of topics or assignments to
students because this resulted in a higher teacher
workload. The teacher tries to pay attention to students
who have difficulty understanding the material. A female
math teacher for example,she build warm interaction
with student in order to avoid stress in math, for example
she has a nickname "Mami" among students.
The involvement of students in learning can shape
students' perceptions of ethical behavior [29]. With
teachers respecting their diversity, students learn
firsthand about how to respect others. Differentiated
learning provides benefits, especially for students with
low learning achievement [30].
CONCLUSION AND RECOMMENDATION
This research generally reveals the following:
1. The teacher perceived positively toward their
school ethical climate. It is indicate by the mean value
of 3,328 out of 4, or reaching 83.2%.
2. The top five school ethical climate indicator scores
are (1) the teachers are role model for students, (2) the
teacher praises students for good work, (3) the teacher
treats students with respect, (4) the teacher encourages
students to work together, and (5) the teacher and
students work well together in class. While the bottom
five scores are (1) students helping their friends without
cheating, (2) students behave by considering the feelings
of their friends, (3) students behave well even though the
Proceedings of the 6th International Conference on Research of Educational Administration and
Management (ICREAM 2022)
153
teacher is not in class, (4) the teacher follows up
feedback from students and (5) the teacher gives
opportunities to students to choose topic or task
3. The findings of a qualitative study show that the
schools’s most issue concern is juvenile delinquency in
the form of klitih and bullying. The root of the problem
is strongly influenced by the relationship between
students and school alumni. The existence of these
school gangs has recently receded due to the emergence
of the pandemic since 2020. However, the school
continues to monitor student interaction with alumni.
Another interesting finding is the barriers of interaction
among student with various socioeconomic backgound.
In terms of forming an ethical climate, the four schools
took a similar approach, including habituation through
learning materials and methods, monitoring student
behavior and communication outside of class hours.
Based on the findings, the recommendations of this
study are as follows:
1. School needs to improve character habituation so
that students are more consistent in good behavior.
Schools should cultivate honesty by reducing the
number of cheating and develop sistematic program to
stop bullying and exortion among students.
2. Teacher should enhance student engagement in the
learning process and receiving and follow up on
feedback from students. Moreover, schools can create
communication channels for delivering student feedback
to teachers.
3. Teachers need to upskill in differentiated learning,
in terms of content, process and learning products.
REFERENCES
[1] A. Fuadi, T. Muti’ah, and Hartosujono, “Faktor-Faktor
Determinasi Perilaku Klitih,” J. Spirits, vol. 9, no. 2, pp.
88–98, 2019.
[2] M. Kriesdinar, “Sepanjang 2021, Terjadi 58 Aksi Klitih
di DIY dengan 102 Orang Pelaku - Halaman 2 -
Tribunjogja,” Tribunnews.com, 2021.
[3] D. Jatmiko, “Kenakalan Remaja Klithih yang Mengarah
pada Konflik Sosial dan Kekerasan di Yogyakarta,” J.
Humanika, vol. 21, no. 2, pp. 129–150, 2021, doi:
10.21831/hum.v21i2.37480.129-150.
[4] L. H. A. Maria, “Analisis Pelaku Klitih yang Disertai
dengan Kejahatan berdasarkan Criminal Profiling di
Polda Daerah Istimewa Yogyakarta,” 2019. [Online].
Available:
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&s
ource=web&cd=&cad=rja&uact=8&ved=2ahUKEwitst
Go8ff6AhXTl-
YKHbxsCagQFnoECFIQAQ&url=http%3A%2F%2Fe
prints.uad.ac.id%2F15332%2F1%2FT1_1500024254_
NASKAH%2520PUBLIKASI.pdf&usg=AOvVaw3kH
1rfSkDcJ_Llv7QNW6WV.
[5] R. B. Sarwono, “Mengendalikan Kegaduhan Sosial
‘Klithih’ dengan Ketahanan Keluarga,” in Proceeding
Seminar dan Lokakarya Nasional Revitalisasi
Laboratorium dan Junrla Ilmiah dalam Implementasi
Kurikulum Bimbingan dan Konseling, 2017, pp. 190–
201, [Online]. Available:
http://journal2.um.ac.id/index.php/sembk/article/view/1
285/659.
[6] M. H. Muslimah, Yuzarion, and T. Safaria, “Pola Asuh
Otoriter , Iklim Sekolah , dan Agresivitas Siswa di Masa
Pandemi Covid-19,” J. Pendidik. Tambusai, vol. 6, no.
1, pp. 4793–4806, 2022, [Online]. Available:
https://jptam.org/index.php/jptam/article/view/3627.
[7] M. Gluchmanova, “Globalisation of Aggression at
Schools: Ethical and Moral Issues,” J. Hum. Aff., vol. 25,
no. October, pp. 390–398, 2015, doi: 10.1515/humaff-
2015-0031.
[8] S. I. C. Martins, “Abusive Supervision and Moral
Disengagement: The Role of Ethical Climate and Team
Size,” University of Lisbon, 2020.
[9] N. Susilowati, K. Kusmuriyanto, and K. B. Abiprayu,
“Encouraging student ethical behavior through ethical
climate in higher education,” J. Educ. Learn., vol. 15, no.
2, pp. 213–222, 2021, doi:
10.11591/edulearn.v15i2.19271.
[10] T. A. Birtch and F. F. T. Chiang, “The Influence of
Business School’s Ethical Climate on Students’
Unethical Behavior,” J. Bus. Ethics, vol. 123, no.
August, pp. 283–294, 2014, doi: 10.1007/s10551-013-
1795-y.
[11] R. Kusumastuti, “Ethical Climate In Vocational Program
Administrative Sciences Department: Student
Perception,” J. Issues Soc. Enviromental Account., vol.
7, no. 4, pp. 219–227, 2013.
[12] A. Newman, H. Round, S. Bhattacharya, and A. Roy,
“Ethical Climates in Organizations: A Review and
Research Agenda,” Bus. Ethics Q., vol. 27, no. 4, pp.
475–512, 2017, doi: 10.1017/beq.2017.23.
[13] L. E. Schulte, R. D. Brown, and S. L. Wise, “The
Development and Validation of the Ethical Climate
Index for Middle and High Schools,” Sch. Community J.,
vol. 12, no. 2, pp. 117–132, 2002, doi:
Proceedings of the 6th International Conference on Research of Educational Administration and
Management (ICREAM 2022)
154
10.1007/BF00992188.
[14] Y. C. Cheng, F. C. Hung, and H. M. Hsu, “The
Relationship between Academic Dishonesty, Ethical
Attitude and Ethical Climate: The Evidence from
Taiwan,” J. Sustain., vol. 13, no. 21, pp. 1–16, 2021, doi:
10.3390/su132111615.
[15] K. A. Keiser and L. E. Schulte, “Seeking the Sense of
Community: A Comparison of Two Elementary
Schools’ Ethical Climates. (Undetermined),” Sch.
Community J., vol. 19, no. 2, pp. 45–58, 2009, [Online].
Available:
http://ezproxy.umsl.edu/login?url=http://search.ebscoho
st.com/login.aspx?direct=true&db=eft&AN=50810165
4&site=ehost-live&scope=site.
[16] R. Cansoy, H. Parlar, and M. E. Türkoğlu, “The Effect
of School Principals ’ Ethical Leadership on Teacher Job
Satisfaction: The Mediating Role of School Ethical
Climate,” Int. J. Psychol. Educ. Stud., vol. 8, no. 4, pp.
210–222, 2021.
[17] S. D. Sollano and L. A. Quines, “The Mediating Effect
of Normative Commitment on the Relationship Between
Ethical Climate and Quality of Work Life Among Public
Elementary School Teachers,” Am. J. Multidiscip. Res.
Innov., vol. 1, no. 4, pp. 150–159, 2022, doi:
https://doi.org/10.54536/ajmri.v1i4.616.
[18] A. Pramadi, M. Pali, F. Hanurawan, and A. Atmoko,
“Academic Cheating in School: A Process of Dissonance
Between Knowledge and Conduct,” Mediterr. J. Soc.
Sci., vol. 8, no. 6, pp. 155–162, 2017, doi: 10.1515/mjss-
2017-0052.
[19] I. S. Borualogo and F. Casas, “Understanding Bullying
Cases in Indonesia,” in Handbook of Children’s Risk,
Vulnerability and Quality of Life, no. 30 July 2022,
Springer, 2022.
[20] A. N. Khasanah and D. A. N. Sirodj, “Types of Bullying
in Junior High School Students,” in Advances in Social
Science, Education and Humanities Research, 2019, vol.
307, no. SoRes 2018, pp. 211–214, doi: 10.2991/sores-
18.2019.50.
[21] Z. Li, C. Yu, and Y. Nie, “The association between
school climate and aggression: A moderated mediation
model,” Int. J. Environ. Res. Public Health, vol. 18, no.
16, 2021, doi: 10.3390/ijerph18168709.
[22] C. B. Harahap and I. Sulhin, “Pengendalian Kejahatan
Pada Sub-Kebudayaan Gang Klitih (dalam Paradigma
Kriminologi Budaya),” Deviance J. kriminologi, vol. 1,
no. June, pp. 36–49, 2021, doi: 10.36080/djk.v6i1.1569.
[23] A. Volungis, “School Size and Youth Violence: The
Mediating Role of School Connectedness,” N. Am. J.
Psychol., vol. 18, no. 1, p. 123, 2016.
[24] A. G. Mag, “The value of students’ feedback,” in
MATEC Web of Conferences, 2019, vol. 290, pp. 1–8,
doi: 10.1051/matecconf/201929013006.
[25] L. Jarocki, “The use of student feedback in teacher
development,” Brandman University, 2018.
[26] W. Rollett and H. Bijlsma, Student feedback on teaching
in Schools; Using student perception for the development
of teaching and teachers. Springer, 2021.
[27] A. H. A. E. Saleh, “The Effectiveness of Differentiated
Instruction in Improving Bahraini EFL Secondary
School Students in Reading Comprehension Skills,”
REiLA J. Res. Innov. Lang., vol. 3, no. 2, pp. 135–145,
2021, doi: 10.31849/reila.v3i2.6816.
[28] C. A. Tomlinson et al., “Differentiating instruction in
response to student readiness, interest, and learning
profile in academically diverse classrooms: A review of
literature,” J. Educ. Gift., vol. 27, no. 2–3, pp. 119–145,
2003, doi: 10.1177/016235320302700203.
[29] L. Lawter, T. Rua, and C. G. Guo, “The interaction
between learning style, ethics education and ethical
climate,” J. Manag. Dev., vol. 33, no. 6, pp. 580–593,
2014, doi: 10.1108/JMD-04-2014-0030.
[30] A. E. Smale-Jacobse, A. Meijer, M. Helms-Lorenz, and
R. Maulana, “Differentiated Instruction in Secondary
Education: A Systematic Review of Research Evidence,”
Front. Psychol., vol. 10, no. November, 2019, doi:
10.3389/fpsyg.2019.02366.
