Desarrollo y validación del Cuestionario de Clima Escolar para Profesores de Secundaria y Bachillerato (CES-PSB)
Resumen
El presente estudio se centra en el desarrollo y validación inicial de una medida del clima escolar basada en las percepciones de los profesores. La medida fue desarrollada para integrar aquellos aspectos del clima escolar destacados en la literatura existente, incluyendo la estructura de metas escolar. Se realizaron análisis factoriales exploratorios y confirmatorios con una muestra de 581 profesores de secundaria y bachillerato. El uso de modelos de ecuaciones estructurales proporcionó evidencia sobre la validez concurrente a través de correlaciones con una medida criterio sobre la satisfacción laboral de los profesores. La estructura de metas escolar demostró ser un aspecto relevante del clima escolar relacionado sustancialmente con otros factores del clima escolar tales como la calidad del liderazgo y de las relaciones entre profesores. Estos resultados proporcionaron cierto apoyo empírico para el uso del cuestionario propuesto entre las escuelas, especialmente en aquellas interesadas en articular intervenciones encaminadas a mejorar el entorno de aprendizaje a través de las siete dimensiones del clima escolar abordadas.
Descargas
Citas
Alonso-Tapia, J., & Pardo, A. (2006). Assessment of learning environment motivational quality from the point of view of secondary and high school learners. Learning and Instruction, 16, 1-15. doi:10.1016/j.learninstruc.2006.07.002
Ames, C. (1992). Achievement goals and the classroom motivational climate. In D.H. Schunk & J.L. Meece (Eds.): Students perceptions in the classroom (pp. 327 348). New York: Lawrence Erlbaum.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychol-ogy, 80, 260-267.
Asparouhov, T., & Muthén, B. (2010). Exploratory structural equation model-ing. Structural Equation Modeling: A Multidisciplinary Journal, 16, 397-438. doi: 10.1080/10705510903008204
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
Bear, G. G., Yang, C., Pell, M., & Gaskins, C. (2014). Validation of a brief measure of teachers’ perceptions of school climate: Relations to student achievement and suspensions. Learning Environments Research, 17, 339-354. doi:10.1007/s10984-014-9162-1
Caprara, G. V., Barbaranelli, C., Steca, P., Malone, S. M. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490. doi: 10.1016/j.jsp.2006.09.001
Cho, Y-J, & Shim, S.S. (2013). Predicting teachers' achievement goals for teaching: The role of perceived school goal structure and teachers' sense of efficacy. Teaching and Teacher Education, 32(0), 12-21. doi:10.1016/j.tate.2012.12.003
Clifford, M., Menon, R., Gangi, T., Condon, C., & Hornung, K. (2012). Measuring school climate for gauging principal performance: a review of the validity and reliability of publicly accessible measures. Washington, DC: American Institutes for Research.
Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: research, policy, practice, and teacher education. The Teachers College Record, 111, 180–213.
Collie, R.J., Shapka, J.D., Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teach-ing efficacy. Journal of Educational Psychology, 104(4), 1189-1204. doi: 10.1037/a0029356
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432. doi: 10.1111/j.1467-8624.2010.01564.x
Eccles, J. S., & Harold, R. D. (1996). Family involvement in children’s and adolescents’ schooling. In A. Booth & J. F. Dunn (Eds.), Family–school links: How do they affect educational outcomes? (pp. 3-34). Mahwah, NJ: Erlbaum.
Elliot, A.J. (2005). A conceptual history of achievement goal construct. In A.J. Elliot & C. Dweck (Eds.): Handbook of competence and motivation (pp. 52-72). New York: Guilford.
Fauth, B., Decristan, J., Rieser, S., Klieme, E., & Büttner, G. (2014). Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes. Learning & Instruction, 29, 1-9. doi:10.1016/j.learninstruc.2013.07.001
Finnan, C., Schnepel, K.C., & Anderson, L.W. (2003). Powerful learning en-vironments: The critical link between school and classroom cultures. Journal of Education for Students Placed at Risk, 8(4), 391-418. doi: 10.1207/S15327671ESPR0804_2
Garrido, L. E., Abad, F. J., & Ponsoda, V. (2013). A new look at Horn’s par-allel analysis with ordinal variables. Psychological Methods, 18(4), 454-474. doi: 10.1037/a0030005
Gottfredson, G. D., Gottfredson, D. C., Payne, A., & Gottfredson, N. C. (2005). School climate predictors of school disorder: Results from na-tional delinquency prevention in school. Journal of Research in Crime and Delinquency, 42, 421–444. doi: 10.1177/0022427804271931
Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching & Teacher Education, 24, 1349–1363.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate da-ta analysis. Upper Saddle River, NJ: Pearson-Prentice Hall.
Hair, J.F., Hult, G.T.M., Ringle, C.M., & Sarstedt, M. (2013). A Primer on Par-tial Least Squares Structural Equation Modeling (PLS-SEM), Thousand Oaks, United States: SAGE.
Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminat-ing. Journal of Educational Psychology, 94(3), 638-645. doi: 10.1037/0022-0663.94.3.638
Hauser-Cram, P., Sirin, S. R., & Stipek, D. (2003). When teachers' and parents' values differ: Teachers' ratings of academic competence in children from low-income families. Journal of Educational Psychology, 95, 813–820. http://dx.doi.org/10.1037/0022-0663.95.4.813
Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30, 179–185.
Huang, F., & Cornell, D. (2015). Using multilevel factor analysis with clustered data: Investigating the factor structure of the Positive Values Scale. Journal of Psychoeducational Assessment. Advance online publication. doi:10.1177/0734282915570278
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
Hung, A. H., Luebbe, A. M., & Flaspohler, P. D. (2014). Measuring school climate: Factor analysis and relations to emotional problems, conduct problems, and victimization in middle school students. School Mental Health, 7, 105-119. doi:10.1007/s12310-014-9131-y
IBM Corp. Released 2012. IBM SPSS Statistics for Windows, Version 21.0. Armonk, NY: IBM Corp.
Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A. M., Pearce, J., & Hunter, J. (2015). Promoting Early Career Teacher Resilience: a socio-cultural and critical guide to action. London: Routledge.
Klein, J., Cornell, D., & Konold, T. (2012). Relationships between bullying, school climate, and student risk behaviors. School Psychology Quarterly, 27(3), 154-169. doi:10.1037/a0029350
Koth, C. W., Bradshaw, C. P., & Leaf, P. J. (2008). A multilevel study of pre-dictors of student perceptions of school climate: The effect of classroom-level factors. Journal of Educational Psychology, 100(1), 96–104.
Künsting, J., Neuber, V. & Lipowsky, F. (2016). Teacher Self-Efficacy as a Long-Term Predictor of Instructional Quality in the Classroom. European Journal of Psychology of Education, 31(3), 299-322.
Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Teachers’ occupational well-being and quality of instruction: The im-portant role of self-regulatory patterns. Journal of Educational Psychology, 100(3), 702-715. doi:10.1037/0022-0663.100.3.702
Kyriakides, L., Creemers, B.P.M., Antoniou, P., Demetriou, D., & Charalam-bous, C.Y. (2015). The impact of school policy and stakeholders’ actions on student learning: A longitudinal study. Learning & Instruction, 36, 113-124. doi:10.1016/j.learninstruc.2015.01.004
Li, L., Hallinger, P., & Ko, J. (2016). Principal leadership and school capacity effects on teacher learning in Hong Kong. International Journal of Educa-tional Management, 30(1), 76-100. doi: 10.1108/IJEM-03-2014-0035
Louis, K. S., Dretzke, B. & Wahlstrom, K. (2010). How does leadership affect student achievement? Results from a national US survey. School Effective-ness and School Improvement, 21(3), 315-336. doi: 10.1080/09243453.2010.486586
Marks, H. M., & Printy, S. M. (2003). Principal Leadership and School Per-formance: An Integration of Transformational and Instructional Lea-dership. Educational Administration Quarterly, 39(3),370-397. doi: 10.1177/0013161X03253412
Malinen, O. P., & Savolainen, H. (2016). The effect of perceived school cli-mate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study. Teaching and Teacher Education, 10, 144-152. doi: 10.1016/j.tate.2016.08.012
Martinez, A., McMahon, S.D., Espelage, D., Anderman, E. M., Reddy, L. A., & Sanchez, B. (2015). Teachers’ experiences with multiple victimization: Identifying demographic, cognitive, and contextual correlates. Journal of School Violence, 1-35. doi: 10.1080/15388220.2015.1056879
McDonald, R. P., & Ho, M. H. R. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7, 64-82. doi: 10.1037/1082-989X.7.1.64
McNeish, D., An, J., & Hancock, G. R. (2017). The thorny relation between measurement quality and fit index cutoffs in latent variable models. Jour-nal of Personality Assessment. doi: 10.1080/00223891.2017.1281286.
Meece, J.L., Anderman, E.M., & Anderman, L.H. (2006). Classroom goal structure, student motivation and academic achievement. Annual Review of Psychology, 57, 487-503. doi: 10.1146/annurev.psych.56.091103.070258
Midgley, C., Anderman, E., & Hicks, L. (1995). Differences between elemen-tary and middle school teachers and students: A goal theory approach. Journal of Early Adolescence, 15(1), 90-113. doi: 10.1146/annurev.psych.56.091103.070258
Mitchell, M. M., & Bradshaw, C. P. (2013). Examining classroom influences on student perceptions of school climate: The role of classroom man-agement and exclusionary discipline strategies. Journal of School Psychology, 51(5), 599–610. doi: 10.1016/j.jsp.2013.05.005
Murayama, K., & Elliot, A. J. (2009). The joint influence of personal achieve-ment goals and classroom goal structures on achievement-related out-comes. Journal of Educational Psychology, 101, 432-447. doi: 10.1037/a0014221
Muthén, L. K., & Muthén, B. O. (1998-2012). Mplus user’s guide (7th ed.). Los Angeles, CA: Muthén & Muthén.
Muthén, B., Du Toit, S. H., & Spisic, D. (1997). Robust inference using weighted least squares and quadratic estimating equations in latent varia-ble modeling with categorical and continuous outcomes. Psychometrika, 75, 1-45.
National School Climate Center. (2002). Comprehensive School Climate Inventory. Retrieved from http://www.schoolclimate.org/programs/csci.php
National School Climate Council. (2007). The School Climate Challenge: Narrowing the gap between school climate research and school climate policy, practice guide¬lines and teacher education policy. Retrieved from http://www.schoolclimate.org/climate/advocacy.php
Olsen, J., Preston, A. I., Algozzine, B., Algozzine, K., & Cusumano, D. (2017). A Review and analysis of selected school climate measures. The Clearing House: A Journal of Educational Strategies, Issues and Ideas. doi: 10.1080/00098655.2017.1385999
Pietsch, M. & Tulowitzki, T. (2017) Disentangling school leadership and its ties to instructional practices – an empirical comparison of various leader-ship styles. School Effectiveness and School Improvement, 28(4), 629-649. doi: 10.1080/09243453.2017.1363787
Reise, S. P. (2012). The rediscovery of bifactor measurement models. Multivariate Behavioral Research, 47, 667-696. doi: 10.1080/00273171.2012.715555
Revelle, W. (2016) Procedures for personality and psychological research. Ev-anston, Il: Northwestern University.
Savalei, V. (2012). The Relationship Between Root Mean Square Error of Ap-proximation and Model Misspecification in Confirmatory Factor Analysis Models. Educational and Psychological Measurement, 72(6) 910–932. doi: 10.1177/0013164412452564
Skaalvik, E. M., & Skaalvik, S. (2011). Teachers’ feeling of belonging, exhaus-tion, and job satisfaction: the role of school goal structure and value con-sonance. Anxiety, Stress, & Coping: An International Journal, 24(4), 369-385. doi: 10.1080/10615806.2010.544300
Skaalvik, E. M., & Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emo-tional exhaustion. Teaching and Teacher Education, 67, 152-160. doi: 10.1016/j.tate.2017.06.006
Sun. J., & Leithwood, K. (2015). Direction-setting school leadership practices: a meta-analytical review of evidence about their influence. School Effective-ness and School Improvement, 26(4), 499-523. doi: 10.1080/09243453.2015.1005106
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83, 357–385. doi: 10.3102/0034654313483907
Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antece-dents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944 –956.
Wang, M.T., & Degol, J. L. (2015). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Re-view, 28(2), 315-352. doi: 10.1007/s10648-015-9319-1
Weigold, A., Weigold, I. K., & Russell, E. J. (2013). Examination of the equivalence of self-report survey-based paper-and-pencil and Internet data collection methods. Psychological Methods, 18, 53–70. doi: 10.1037/a0031607
WestEd. (2014). California School Climate, Health, and Learning Survey. San Fran-cisco: WestEd.
Wynn, S. R., Carboni, L. W., & Patall, E. A. (2007). Beginning teachers’ per-ceptions of mentoring, climate, and leadership: Promoting retention through a learning communities perspective. Leadership and Policy in Schools, 6 (3), 209-229. doi: 10.1080/15700760701263790
Las obras que se publican en esta revista están sujetas a los siguientes términos:
1. El Servicio de Publicaciones de la Universidad de Murcia (la editorial) conserva los derechos patrimoniales (copyright) de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia de uso indicada en el punto 2.
© Servicio de Publicaciones, Universidad de Murcia, 2022
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-CompartirIgual 4.0 Internacional (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada y enviada a la revista) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Color RoMEO: verde.
