![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Although school climate has long been recognized as an important factor in the school improvement process, there are few psychometrically supported measures based on teacher perspectives. The current study replicated and extended the factor structure, concurrent validity, and test–retest reliability of the teacher version of the Authoritative School Climate Survey (ASCS) using a statewide sample of high school teachers. Multilevel confirmatory factor analyses based on surveys completed by 12,808 high school teachers from 302 schools found that factors of disciplinary structure and student support were associated to varying degrees with the teacher reports of the prevalence of student teasing and bullying and student engagement. These findings provide some empirical support for the use of the teacher version of the ASCS in high schools.
References
Section:
|
Bandyopadhyay, S., Cornell, D. G., Konold, T. (2009). Internal and external validity of three school climate scales from the School Climate Bullying Survey. School Psychology Review, 38, 338-355. Google Scholar | ISI | |
|
Baumrind, D. (1968). Authoritarian vs. authoritative parental control. Adolescence, 3, 255-272. Google Scholar | |
|
Bear, G. G., Yang, C., Pell, M., Gaskins, C. (2014). Validation of a brief measure of teachers’ perceptions of school climate: Relations to student achievement and suspensions. Learning Environments Research, 17, 339-354. doi:10.1007/s10984-014-9162-1 Google Scholar | Crossref | |
|
Bliese, P. (2000). Within-group agreement, non-independence, and reliability: Implications for data aggregation and analysis. In Bollen, K., Long, J. (Eds.), Multilevel theory, research, and methods in organizations: Foundations, extensions and new directions (pp. 349-381). San Francisco, CA: Jossey-Bass. Google Scholar | |
|
Byrne, B. (2012). Structural equation modeling with Mplus: Basic concepts, applications, and programming. New York, NY: Routledge. Google Scholar | |
|
California Healthy Kids Survey . (2015). Available from http://chks.wested.org/ Google Scholar | |
|
Clifford, M., Menon, R., Gangi, T., Condon, C., Hornung, K. (2012). Measuring school climate for gauging principal performance: A review of the validity and reliability of publicly accessible measures. American Institutes for Research. Retrieved from http://eric.ed.gov/?id=ED531401 Google Scholar | |
|
Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155-159. doi:10.1037//0033-2909.112.1.155 Google Scholar | Crossref | Medline | ISI | |
|
Cohen, J., McCabe, E., Michelli, N., Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111, 180-213. Google Scholar | ISI | |
|
Cornell, D., Gregory, A., Huang, F., Fan, X. (2013). Perceived prevalence of teasing and bullying predicts high school dropout rates. Journal of Educational Psychology, 105, 138-149. doi:10.1037/a0030416 Google Scholar | Crossref | ISI | |
|
Cornell, D., Klein, J., Konold, T., Huang, F. (2012). Effects of validity screening items on adolescent survey data. Psychological Assessment, 24, 21-35. doi:10.1037/a0024824 Google Scholar | Crossref | Medline | ISI | |
|
Cornell, D. G., Mayer, M. J. (2010). Why do school order and safety matter? Educational Researcher, 39, 7-15. doi:10.3102/0013189X09357616 Google Scholar | SAGE Journals | ISI | |
|
Dedrick, R. F., Greenbaum, P. E. (2011). Multilevel confirmatory factor analysis of a scale measuring interagency collaboration of children’s mental health agencies. Journal of Emotional and Behavioral Disorders, 19, 27-40. doi:10.1177/1063426610365879 Google Scholar | SAGE Journals | ISI | |
|
Dong, Y., Peng, C. Y. J. (2013). Principled missing data methods for researchers. SpringerPlus, 2, 222. doi:10.1186/2193-1801-2-222 Google Scholar | Crossref | Medline | ISI | |
|
Dyer, N. G., Hanges, P. J., Hall, R. J. (2005). Applying multilevel confirmatory factor analysis techniques to the study of leadership. The Leadership Quarterly, 16, 149-167. doi:10.1016/j.leaqua.2004.09.009 Google Scholar | Crossref | ISI | |
|
Espelage, D. L., Polanin, J. R., Low, S. K. (2014). Teacher and staff perceptions of school environment as predictors of student aggression, victimization, and willingness to intervene in bullying situations. School Psychology Quarterly, 29, 287-305. doi:10.1037/spq0000072 Google Scholar | Crossref | Medline | ISI | |
|
Fabrigar, L. R., Wegener, D. T. (2012). Exploratory factor analysis. Oxford, UK: Oxford University. Google Scholar | |
|
Gerlinger, J., Wo, J. C. (2014). Preventing school bullying: Should schools prioritize an authoritative school discipline approach over security measures? Journal of School Violence, 10, 1-25. doi:10.1080/15388220.2014.956321 Google Scholar | Crossref | ISI | |
|
Gregory, A., Cornell, D. (2009). “Tolerating” adolescent needs: Moving beyond zero tolerance policies in high school. Theory Into Practice, 48, 106-113. doi:10.1080/00405840902776327 Google Scholar | Crossref | ISI | |
|
Gregory, A., Cornell, D., Fan, X. (2012). Teacher safety and authoritative school climate in high schools. American Journal of Education, 118, 401-425. doi:10.1086/666362 Google Scholar | Crossref | ISI | |
|
Gregory, A., Cornell, D., Fan, X., Sheras, P., Shih, T.-H., Huang, F. (2010). Authoritative school discipline: High school practices associated with lower bullying and victimization. Journal of Educational Psychology, 102, 483-496. doi:10.1037/a0018562 Google Scholar | Crossref | ISI | |
|
Griffith, J. (1997). Student and parent perceptions of school social environment: Are they group based? The Elementary School Journal, 98, 135-150. doi:10.1086/461888 Google Scholar | Crossref | ISI | |
|
Hanges, P. J., Dickson, M. W. (2006). Agitation over aggregation: Clarifying the development of and the nature of the GLOBE scales. The Leadership Quarterly, 17, 522-536. doi:10.1016/j.leaqua.2006.06.004 Google Scholar | Crossref | ISI | |
|
Heck, R. H., Thomas, S. L. (2008). An introduction to multilevel modeling techniques (2nd ed.). New York, NY: Routledge. Google Scholar | |
|
Hinkle, D., Wiersma, W., Jurs, S. (2003). Applied statistics for the behavioral sciences (4th ed.). Boston, MA: Houghton Mifflin. Google Scholar | |
|
Horner, R. H., Sugai, G., Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children, 42, 1-14. Google Scholar | |
|
Hox, J. J. (2002). Multilevel analysis: Techniques and applications. Mahwah, NJ: Lawrence Erlbaum. Google Scholar | |
|
Hu, L., Bentler, P. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55. doi:10.1080/10705519909540118 Google Scholar | Crossref | ISI | |
|
Huang, F., Cornell, D. (2015). Using multilevel factor analysis with clustered data: Investigating the factor structure of the Positive Values Scale. Journal of Psychoeducational Assessment. Advance online publication. doi:10.1177/0734282915570278 Google Scholar | SAGE Journals | ISI | |
|
Huang, F., Cornell, D., Konold, T, Meyer, P., Lacey, A., Nekvasil, E., . . . Shukla, K. (2015). Multilevel factor structure and concurrent validity of the teacher version of the Authoritative School Climate Survey. Journal of School Health, 85, 843-851. Google Scholar | Crossref | Medline | ISI | |
|
Johnson, B., Stevens, J. J. (2006). Student achievement and elementary teachers’ perceptions of school climate. Learning Environments Research, 8, 111-122. Google Scholar | Crossref | |
|
Johnson, B., Stevens, J. J., Zvoch, K. (2007). Teachers’ perceptions of school climate: A validity study of scores from the Revised School Level Environment Questionnaire. Educational and Psychological Measurement, 67, 833-844. doi:10.1177/0013164406299102 Google Scholar | SAGE Journals | ISI | |
|
Johnson, J. A. (2005). Ascertaining the validity of individual protocols from web-based personality inventories. Journal of Research in Personality, 39, 103-129. doi:10.1016/j.jrp.2004.09.009 Google Scholar | Crossref | ISI | |
|
Julian, M. W. (2001). The consequences of ignoring multilevel data structures in nonhierarchical covariance modeling. Structural Equation Modeling, 8, 325-352. Google Scholar | Crossref | ISI | |
|
Kaplan, D., Elliott, P. R. (1997). A didactic example of multilevel structural equation modeling applicable to the study of organizations. Structural Equation Modeling, 4, 1-24. doi:10.1080/10705519709540056 Google Scholar | Crossref | ISI | |
|
Kennely, L., Monrad, M. (2007). Easing the transition to high school: Research on best practices designed to support high school learning. Washington, DC: National High School Center. Retrieved from http://files.eric.ed.gov/fulltext/ED501073.pdf Google Scholar | |
|
Kline, R. (2011). Principles and practice of structural equation modeling (3rd ed.). New York, NY: Guilford Press. Google Scholar | |
|
Konold, T., Cornell, D. (2015a). Measurement and structural relations of an authoritative school climate model: A multi-level latent variable investigation. Journal of School Psychology, 53, 447-461. doi:10.1016/j.jsp.2015.09.001 Google Scholar | Crossref | Medline | ISI | |
|
Konold, T., Cornell, D. (2015b). Multilevel multitrait–multimethod latent analysis of structurally different and interchangeable raters of school climate. Psychological Assessment, 27, 1097-1109. doi:10.1037/pas0000098 Google Scholar | |
|
Konold, T., Cornell, D., Huang, F., Meyer, P., Lacey, A., Nekvasil, E., . . . Shukla, K. (2014). Multilevel multi-informant structure of the authoritative school climate survey. School Psychology Quarterly, 29, 238-255. doi:10.1037/spq0000062 Google Scholar | Crossref | Medline | ISI | |
|
Ladd, H. F. (2011). Teachers’ perceptions of their working conditions: How predictive of planned and actual teacher movement? Educational Evaluation and Policy Analysis, 33, 235-261. doi:10.3102/0162373711398128 Google Scholar | SAGE Journals | ISI | |
|
LaRusso, M., Bates, D., Selman, R. (2008). Teachers as builders of respectful school climates: Implications for adolescent drug use norms and depressive symptoms in high school. Journal of Youth and Adolescence, 38, 386-398. Google Scholar | Crossref | ISI | |
|
Liu, Y., Ding, C., Berkowitz, M. W., Bier, M. C. (2014). A psychometric evaluation of a revised school climate teacher survey. Canadian Journal of School Psychology, 29, 54-67. doi:10.1177/0829573514521777 Google Scholar | SAGE Journals | |
|
Meade, A. W., Bartholomew, S. (2012). Identifying careless responses in survey data. Psychological Methods, 17, 437-455. doi:10.1037/a0028085 Google Scholar | Crossref | Medline | ISI | |
|
Mikami, A. Y., Gregory, A., Allen, J. P., Pianta, R. C., Lun, J. (2011). Effects of a teacher professional development intervention on peer relationships in secondary classrooms. School Psychology Review, 40, 367-385. Google Scholar | Medline | ISI | |
|
Mitchell, M. M., Bradshaw, C. P., Leaf, P. J. (2010). Student and teacher perceptions of school climate: A multilevel exploration of patterns of discrepancy. Journal of School Health, 80, 271-279. doi:10.1111/j.1746-1561.2010.00501.x Google Scholar | Crossref | Medline | ISI | |
|
Muthén, B. (1994). Multilevel covariance structure analysis. Sociological Methods & Research, 22, 376-398. doi:10.1177/0049124194022003006 Google Scholar | SAGE Journals | ISI | |
|
Muthén, B. (2005, January 20). Negative residual variance. Retrieved from http://www.statmodel.com/discussion/messages/11/555.html?1358188287 Google Scholar | |
|
Muthén, B. O., Satorra, A. (1995). Complex sample data in structural equation modeling. Sociological Methodology, 25, 267-316. doi:10.2307/271070 Google Scholar | Crossref | ISI | |
|
National Center for Education Statistics . (2005). School Crime Supplement to the National Crime Victimization Survey 2005. Retrieved from http://nces.ed.gov/programs/crime/pdf/student/SCS05.pdf Google Scholar | |
|
Pellerin, L. A. (2005). Applying Baumrind’s parenting typology to high schools: Toward a middle-range theory of authoritative socialization. Social Science Research, 34, 283-303. doi:10.1016/j.ssresearch.2004.02.003 Google Scholar | Crossref | ISI | |
|
Schweig, J. (2013). Cross-level measurement invariance in school and classroom environment surveys: Implications for policy and practice. Educational Evaluation and Policy Analysis, 36, 259-280. doi:10.3102/0162373713509880 Google Scholar | SAGE Journals | ISI | |
|
Thapa, A., Cohen, J., Guffey, S., Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83, 357-385. doi:10.3102/0034654313483907 Google Scholar | SAGE Journals | ISI | |
|
Thornberry, T., Lizotte, A., Krohn, M., Farnworth, M., Jang, S. (1991). Testing interactional theory: An examination of reciprocal causal relationships among family, school, and delinquency. Journal of Criminal Law & Criminology, 82, 3-35. Google Scholar | Crossref | ISI | |
|
van Horn, M. L . (2003). Assessing the unit of measurement for school climate through psychometric and outcome analyses of the school climate survey. Educational and Psychological Measurement, 63, 1002-1019. doi:10.1177/0013164403251317 Google Scholar | SAGE Journals | ISI | |
|
Voight, A., Hanson, T. (2012). Summary of existing school climate instruments for middle school. San Francisco, CA: REL West at WestEd. Retrieved from http://relwest.wested.org/resources/21 Google Scholar | |
|
Wang, M.-T., Degol, J. L. (2015). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review. Advance online publication. doi:10.1007/s10648-015-9319-1 Google Scholar | Crossref | ISI | |
|
Zullig, K. J., Collins, R., Ghani, N., Hunter, A. A., Patton, J. M., Huebner, E. S., Zhang, J. (2015). Preliminary development of a revised version of the School Climate Measure. Psychological Assessment, 27, 1072-1081. doi:10.1037/pas0000070 Google Scholar | Crossref | Medline | ISI | |
|
Zyphur, M. J., Kaplan, S. A., Christian, M. S. (2008). Assumptions of cross-level measurement and structural invariance in the analysis of multilevel data: Problems and solutions. Group Dynamics: Theory, Research, and Practice, 12, 127-140. doi:10.1037/1089-2699.12.2.127 Google Scholar | Crossref | ISI |
