NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: EJ1117578
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-0924-3453
School Climate: Perceptual Differences between Students, Parents, and School Staff
Ramsey, Christine M.; Spira, Adam P.; Parisi, Jeanine M.; Rebok, George W.
School Effectiveness and School Improvement, v27 n4 p629-641 2016
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); National Institute on Aging (DHHS/NIH)
Authoring Institution: N/A
Identifiers - Location: Maryland (Baltimore)
IES Funded: Yes
Grant or Contract Numbers: R305B080020; P01AG02773503