School climate: perceptual differences between students, parents, and school staff.
School climate: perceptual differences between students, parents, and school staff.
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学校氛围：学生、家长和学校工作人员之间的感知差异。
DOI：
10.1080/09243453.2016.1199436
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Rebok,GeorgeW
中科院分区：
文献类型：
--
作者：
Ramsey,ChristineM;Spira,AdamP;Parisi,JeanineM;Rebok,GeorgeW
研究表明，学校氛围可以对学生，教师和学校的成果产生很大的影响。然而，它往往是作为一个概括性的措施进行评估，没有考虑到多个角度（学生，教师，家长）或检查更广泛的结构中的子维度。在这项研究中，我们从一个大型城市学区的学生、教职员工和家长的角度评估了学校氛围，使用多层次建模技术来检查学校内和学校之间的差异。在调整了学校层面的人口统计学特征后，与父母和工作人员的评分相比，学生报告了更差的安全感和连通性（allp< 0.05）。家长对家长参与的评价最低，工作人员对学校重视的评价最低（p < 0.05）。研究结果表明，在评估学校内的气候评级时，考虑的告密者的类型的重要性。了解被调查者之间的看法如何不同，可以为改善看法和防止不良后果的干预措施提供信息。
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 ofsafetyandconnectednesscompared to both parent and staff ratings (allp< 0.05). Parents gave the lowest ratings ofparental involvement, and staff gave the lowest ratings ofacademic 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.