School Climate: Perceptual Differences between Students, Parents, and School Staff

Autor/inn/en	Ramsey, Christine M.; Spira, Adam P.; Parisi, Jeanine M.; Rebok, George W.
Titel	School Climate: Perceptual Differences between Students, Parents, and School Staff
Quelle	In: School Effectiveness and School Improvement, 27 (2016) 4, S.629-641 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2016.1199436
Schlagwörter	Educational Environment; Differences; Parent Student Relationship; Parents; Elementary School Students; School Personnel; Grade 3; Grade 4; Grade 5; Urban Areas; Student Surveys; Likert Scales; Teacher Student Relationship; Hierarchical Linear Modeling; School Safety; Parent Teacher Cooperation; Parent Participation; Outcomes of Education; Comparative Analysis; Elementary School Teachers; Factor Analysis; Maryland (Baltimore) + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Unterscheiden; Eltern; Schulpersonal; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Urban area; Stadtregion; Schülerbefragung; Likert-Skala; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternmitwirkung; Lernleistung; Schulerfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Faktorenanalyse
Abstract	Research suggests that school climate can have a great impact on student, teacher, and school outcomes. However, it is often assessed as a summary measure, without taking into account multiple perspectives (student, teacher, parent) or examining subdimensions within the broader construct. In this study, we assessed school climate from the perspective of students, staff, and parents within a large, urban school district using multilevel modeling techniques to examine within- and between-school variance. After adjusting for school-level demographic characteristics, students reported worse perceptions of "safety" and "connectedness" compared to both parent and staff ratings (all p < 0.05). Parents gave the lowest ratings of "parental involvement," and staff gave the lowest ratings of "academic emphasis" (ps < 0.05). Findings demonstrate the importance of considering the type of informant when evaluating climate ratings within a school. Understanding how perceptions differ between informants can inform interventions to improve perceptions and prevent adverse outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01