Development and validation of the School Climate Questionnaire for Secondary and High School Teachers (SCQ-SHST).

  • Ana Quijada Domínguez Universidad Autónoma de Madrid
  • Miguel Ángel Ruiz Universidad Autónoma de Madrid
  • Juan Antonio Huertas Universidad Autónoma de Madrid
  • Jesús Alonso-Tapia Universidad Autónoma de Madrid
Keywords: School climate, School goal structure, Teacher perceptions, Teacher satisfaction, School climate assessment

Abstract

The present study focuses on the development and initial validation of a measure of school climate based on teachers’ perceptions. The measure was developed to integrate those aspects of the school climate highlighted in the existing literature and that proved relevant for teachers’ efficacy, including the school goal structure. Exploratory and confirmatory factor analyses were conducted on a sample of 581 high school teachers. Results showed that a seven-correlated factor structure better represented the data, in comparison with a second-order model and a bifactor model. Structural equation modeling techniques provided evidence of the concurrent validity through correlations with a criterion measure of teacher job satisfaction. School goal structure proved to be an important aspect of school climate substantially related to other school climate factors such as school management quality and relationships among teachers. These findings provided some empirical support for the use of the questionnaire in schools, especially for those interested in articulating interventions aimed at improving the learning environment through the seven school climate dimensions addressed.

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Published
01-01-2020
How to Cite
Domínguez, A. Q., Ruiz, M. Ángel, Huertas, J. A., & Alonso-Tapia, J. (2020). Development and validation of the School Climate Questionnaire for Secondary and High School Teachers (SCQ-SHST). Anales De Psicología / Annals of Psychology, 36(1), 155-165. https://doi.org/10.6018/analesps.341001
Section
Developmental and Educational Psychology