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ERIC Number: ED335369
Record Type: Non-Journal
Publication Date: 1991-Apr
Pages: 25
Abstractor: N/A
Reference Count: N/A
A Factorial and Rasch Analysis of the Charles F. Kettering Ltd. School Climate Profile.
Johnson, William L.; And Others
A popular instrument purported to measure psychological dimensions of school climate--the Charles F. Kettering Ltd. School Climate Profile (CFK)--was analyzed psychometrically. Factor analysis was used to examine the construct validity of the CFK scale, Part A, General Climate Factors, which contains 8 subscales each with 5 items (a total of 40 items). A second-order factor analysis was performed on the matrix of correlations and two second-order factors were extracted. A Rasch latent trait analysis was used to determine the extent to which the items identified as loading on the same factor represented a well-defined and interpretable latent variable. Three samples were used: (1) 405 senior high school students; (2) 490 junior high and senior high school students; and (3) 906 teachers, administrators, and junior high and senior high school students. Results of analyses indicate that, in a school climate scale, affective and experiential features of the setting (such as respect, high morale, caring, and trust) should be distinguished from cognitive and managerial components (such as opportunity for input, continuous academic and social growth, cohesiveness, and school renewal). Results of factor analysis suggest that the CFK may be an unstable instrument for measuring a school climate. It may not be possible to develop a single scale appropriate for all members of a school setting; however, it may be possible to develop a scale measuring student perceptions of school climate. Four tables and two figures provide study data. An appendix contains the CFK instrument. A 13-item list of references is included. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A