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This version was published on October 1, 2007
Educational and Psychological Measurement, Vol. 67, No. 5, 833-844 (2007)
DOI: 10.1177/0013164406299102

Teachers' Perceptions of School Climate

A Validity Study of Scores From the Revised School Level Environment Questionnaire

Bruce Johnson

University of Arizona, brucej{at}email.arizona.edu

Joseph J. Stevens

University of Oregon

Keith Zvoch

University of Nevada, Las Vegas

Scores from a revised version of the School Level Environment Questionnaire (SLEQ) were validated using a sample of teachers from a large school district. An exploratory factor analysis was used with a randomly selected half of the sample. Five school environment factors emerged. A confirmatory factor analysis was run with the remaining half of the sample. Goodness-of-fit indices indicated that the factor structure fit the data reasonably well. Further analyses using structural equation modeling techniques revealed that the Revised SLEQ worked equally well for all samples. Invariance testing showed that the fitted model and the estimated parameter values were statistically equivalent across all samples. Internal consistency estimates provided further evidence of the reliability of factor scores. In addition, an analysis of variance indicated that the instrument discriminated climate differences between schools. Results suggest that the Revised SLEQ provides a good tool for studying teachers' perceptions of school climate.

Key Words: confirmatory factor analysis • exploratory factor analysis • school climate • School Level Environment Questionnaire (SLEQ) • structural equation modeling • teacher perceptions


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