This part of the questionnaire was discussed in 8 subsections with two factors: when should these skills being developed (8 items, Cronbach α = 0,715) and how important are these techniques in kindergarten and lower primary education (16 items Cronbach α = 0.901). Pilot study was conducted with Hungarian kindergarten teachers and primary school teachers (N=110) on online platform, including open-ended questions (10 items) and Likert-scales.

Such as predictive validity, content validity (specialist's view), and also Grounded theory and triangulation for the qualitative content-analysis. For validation, I applied methods used by the authors of the adapted scales and interview structures. In order to reach research aims, qualitative interview structure were adapted as part of an online questionnaire. The main objective of this research is to collect good practices preparing children for lifelong learning. However, it can be seen that practical implementation is a less researched area in this approach. In this mission, international and national regulating documents set rules and directives in order to make it easier to prepare pupils for lifelong learning. In 21st century, new challenges have arisen in many areas of the societies, which have led to the birth of the paradigm: lifelong learning (LLL). Keywords: school climate, teacher well-being, academic performance, students’ achievement. Therefore, in this paper we would incorporate the meaning of school climate, conceptual framework used by scholars, data collection instruments and their role on student’s achievement on the one hand, and teachers’ well-being, theoretical models, instruments and their relationship with students’ achievement, on the other hand. Well-being is a metaconstruct that encompasses all aspects of healthy and successful living, including psychological, emotional, spiritual economic, physical, and other domains.

Therefore, school climate is one of the most important factors for an effective school and a student’s academic success or failure and is highly correlated with teachers’ and students’ well-being. In addition, the school climate encompasses the quality of teacher-student relations the climate in a classroom, discipline management, quality of the relationship between students and their teachers, values promoted and shared between teachers and student, and among students themselves. School climate is a broad term which encompasses teacher-student relations disciplinary climate student-related and teacher-related factors affecting school climate teacher morale.

That gives a specific identity to the organization, which in turn, impacts some of these various educational factors in general and student academic performance. Recently scholars have paid attention to the overall climate of a school and its associated factors, like physical, structural, personal, as well as the staff specificities and the ethos and cultural elements that, in an interactive way, are included in a specific dynamic process. The main goals of this paper are twofold: first, to focus on and analyse how the school conceptual framework, methods and instruments affect students’ achievements, and second, to analyse the impact of the teachers’ well-being conceptual framework on students’ achievements. Well-being is learnable, well-being and academic achievement are not mutually exclusive, rather, they are mutually reinforcing students’ success.

Portal rh atento