Schools impact children throughout their childhood and into their adult lives. This underscores the need to understand school climate and its effects on children’s adjustment and development and, thereby, indicates a need for tools to assess school climate. Sixty thousand teachers responded to the 87-item Teacher Questionnaire, a measure designed to assess teachers’ perceptions about school climate. Exploratory factor analyses conducted on their responses revealed a two-factor solution where the factors were labeled intrinsic learning climate and extrinsic learning climate. Confirmatory factor analysis on the cross-validation subsample revealed moderate data to model fit for this two-factor model.
|Keywords:||School Climate, Teacher Perceptions, Measurement|
Doctoral Student, Human Development and Family Studies, University of Missouri, Colubmia, MO, USA
Professor, Human Development and Family Studies, 3-C Institute for Social Development, Columbia, NC, USA
Associate Professor, Human Development and Family Studies, University of Missouri, Columbia, MO, USA
Professor, Sociology, University of Missouri, Columbia, MO, USA
Associate Professor, Educational Leadership and Policy Analysis, University of Missouri, Columbia, MO, USA
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