Multilevel Factor Structure, Concurrent Validity, and Test-Retest Reliability of the High School Teacher Version of the Authoritative School Climate Survey

Autor/inn/en	Huang, Francis L.; Cornell, Dewey G.
Titel	Multilevel Factor Structure, Concurrent Validity, and Test-Retest Reliability of the High School Teacher Version of the Authoritative School Climate Survey
Quelle	In: Journal of Psychoeducational Assessment, 34 (2016) 6, S.536-549 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282915621439
Schlagwörter	Educational Environment; Teacher Attitudes; Teacher Surveys; Educational Improvement; Psychometrics; Factor Analysis; Factor Structure; Validity; Reliability; Pretests Posttests; Middle School Teachers; Public School Teachers; Educational Assessment; Virginia + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Teaching improvement; Unterrichtsentwicklung; Psychometry; Psychometrie; Faktorenanalyse; Faktorenstruktur; Gültigkeit; Reliabilität; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Education; assessment; Bewertungssystem
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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01