Teachers Perceptions of School Climate: A Validity Study of Scores From the Revised School Level Environment Questionnaire
Bruce Johnson1*,
Joseph J. Stevens2,
Keith Zvoch3
1 University of Arizona
2 University of Oregon
3 University of Nevada, Las Vegas
* To whom correspondence should be addressed. E-mail: brucej{at}email.arizona.edu.
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Abstract |
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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.
