Student achievement and elementary teachers' perceptions of school climate

被引：15

作者：

Johnson B. ^{[1
]}

Stevens J.J. ^{[2
]}

机构：

[1] University of Arizona, Tucson, AZ 85721-0069

[2] College of Education, 170D Education, University of Oregon, Eugene

来源：

Learning Environments Research | 2006年 / 9卷 / 2期

关键词：

School climate; School-level environment questionnaire (SLEQ); Structural equation modelling; Student achievement; Teacher perceptions;

D O I：

10.1007/s10984-006-9007-7

中图分类号：

学科分类号：

摘要：

Teachers' perceptions of school climate in 59 elementary schools were assessed using a modified version of the School-Level Environment Questionnaire (SLEQ). Using structural equation modelling, a statistically significant, positive relationship was found between school mean teachers' perceptions of school climate and school mean student achievement. A second model showed that school and community context variables mediated that relationship. In schools in high socioeconomic status (SES) communities, the influence of school climate on student achievement was stronger than it was for schools in lower SES communities. Recommendations for further examination of the relationships are also made. © Springer Science+Business Media, Inc. 2006.

引用

页码：111 / 122

页数：11

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