The Educational Environment Of School And Its Implications On Learning

The present work aims to analyze the implications of the educational environment of school on learning with higher secondary school students. The theoretical framework this research relied on considers the functionalist-systemic paradigm of Talcott Parsons (1902-1979). According to Parsons, school, regarded as a social system, needs to answer the following functional imperatives: adapting the students to the institutional environment, reaching the educational goals, socio-educational integration, accepting and supporting cultural values, stimulating motivation for learning. The specific objectives of the research were: identifying the level of importance perceived by the students regarding the actions undertaken by the school on the individual level in order to support school success (SO1); identifying the level of importance perceived by the teachers regarding the collective educational actions undertaken in order to obtain school success (SO2). The research is of a standard type: qualitative and quantitative. The measurement of the result was realized using a Likert scale and the data interpretation was realized based on the interpretations obtained through the use of the bidimensional matrix of Nice Gaps type. The results of the research have led to the following conclusion: the quality of the institutional and familial educational environment is a major condition for individual school success. This aspect is justified in the context of a direct correlation between the individual factors and the functional and structural capacity of the school and of the family.