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1.
The purpose of this study was to examine the relationships between teachers' perceptions of organizational commitment and school health in Turkish primary schools. The Organizational Commitment Scale and the Organizational Health Inventory were used to gather data from 323 randomly selected teachers employed in 20 primary schools in Ankara. Results indicated that teacher compliance commitment was negatively related to both identification and internalization. Three dimensions of school health, institutional integrity, principal professional leadership, and morale, negatively predicted teacher commitment based on compliance. However, teacher internalization commitment was positively predicted by these 3 health dimensions. Professional leadership was the only school health dimension that was significant in predicting identification commitment. Two other dimensions of school health, academic emphasis and resource support, were not significant predictors of the commitment factors. Results of the study are discussed in relation to developing the organizational health of schools and improving the organizational commitment of teachers.  相似文献   

2.
Teachers’ perceptions of school climate in 59 elementary schools were assessed using a modified version of the School-Level Environment Questionnaire (SLEQ). Using structural equation modelling, a statistically significant, positive relationship was found between school mean teachers’ perceptions of school climate and school mean student achievement. A second model showed that school and community context variables mediated that relationship. In schools in high socioeconomic status (SES) communities, the influence of school climate on student achievement was stronger than it was for schools in lower SES communities. Recommendations for further examination of the relationships are also made.  相似文献   

3.
A broad literature seeks to assess the importance of schools, proxies for school quality, and family background on children's achievement growth using the education production function. Using rich data from the Philippines, we introduce and estimate a model that imposes little structure on the relationship between intake achievement and follow-up achievement and evaluate school performance based on this estimated relationship. Our methods nest typical value-added specifications that use test score gains as the outcome variable and models assuming linearity in the relationship between intake and follow-up scores. We find evidence against the use of value-added models for our data and show that such models give very different assessments of school performance in the Philippines. Using a variety of tests we find that schools matter in the production of student achievement, though variation in performance across schools only explains about 4.4–5.3% of the total (conditional) variation in follow-up achievement. Schools providing basic facilities—in particular schools providing electricity—are found to perform much better in the production of achievement growth.  相似文献   

4.
In this study, we developed and validated an instrument that researchers can use to measure the collective effort of principals and teachers who excise their own unique leadership to generate (integrated) school leadership. Based on 644 teachers, we found sound psychometric properties of the scales of the instrument and the instrument as a whole. We also explored the predictive properties of the instrument in predicting student achievement at the school level. Based on 53 schools, we found that the instrument can indeed measure the kind of school leadership that really matters to student achievement. When predicting student achievement (at the school level), the instrument tends to be more sensitive to more difficult school subjects (e.g. mathematics), implying that improvement in school leadership would lead to larger improvement in student achievement (at the school level) in more difficult school subjects.  相似文献   

5.
The “No Child Left Behind” (NCLB) Act has made schools accountable for assuring adequate yearly progress of students. Therefore, it has become critical to identify school‐level variables that can be controlled to affect student achievement, especially given that, thus far, most school reform efforts have failed to significantly affect student achievement. This study identifies four theoretical constructs, three unique sets of empirical factors (one set for each group: students, teachers, and principals), and seven experiential themes that describe the middle school environment. However, none of these variables show any predictive relationships with achievement, which suggests current federal policies, such as NCLB, are inappropriate and unlikely to lead to improvements in science education in the USA. In addition, students, teachers, and principals were found to perceive the school environment in very different ways, indicating further investigation of student culture is needed to determine appropriate changes that might lead to real improvements in achievement. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 237–254, 2006  相似文献   

6.
The aim of the present study is to explore a causal model of academic achievement and learning‐related personal variables by testing the nature of relationships between learned hopelessness, its risk factors and hopelessness deficits as proposed in major theories in this area. The model investigates affective–motivational characteristics of students such as prior academic failures, academic attributional style, self‐efficacy, thoughts about intelligence, school values, learned hopelessness, self‐esteem, learning strategy effectiveness and academic achievement, and the relationships among them. A sample of 741 Hong Kong secondary students completed a series of scales over a school year. As expected, prior achievement was the best predictor of subsequent achievement. The next best predictors were perceived learning difficulties and learned hopelessness. This in turn leads to disengagement from schooling and students taking on most responsibility for their failing. Recommendations for teachers and schools to ameliorate these beliefs may redress the move towards hopelessness.  相似文献   

7.
In 1983, Heyneman and Loxley stated that in low income countries, school-level factors could account for a greater proportion of variance in student achievement as compared to student-level characteristics. The phenomenon has come to be known as the “HL effect” and signaled the important role of schools in developing countries. This study investigated the presence of the HL effect using a longitudinal sample of 1790 11.5-year-old students from 60 schools in a developing country, the Philippines. The main variables of interest were related to socioeconomic status and proxy measures of school quality. The correlates of achievement were explored using two-level multilevel modeling, while controlling for students’ prior ability. While findings did not support the presence of the HL effect in the sample, with schools accounting for only 3–5% of overall conditional variance, schools were found to be important in the production of higher achievement scores.  相似文献   

8.
中学生自我概念与心理健康研究   总被引：3，自引：0，他引：3  
采用《田纳西自我概念量表》和《中学生心理健康量表》对重庆市两所中学305名学生进行调查,探讨中学生自我概念与心理健康影响因素及其相互关系。结果表明:中学生具有较积极的自我概念,但心理健康状况不容乐观。心理健康问题突出表现在情绪不平和学习压力两个方面,其次是焦虑和人际关系紧张与敏感;自我概念正向因子与心理健康问题呈负相关,负向因子与心理健康问题呈正相关;心理自我、社会自我、自我批评、家庭自我、自我满意对心理健康问题有显著的预测作用。  相似文献   

9.
The well‐documented increase in student mental health issues in Australia and growing recognition of the need for education to play a part in students’ identity formation prompted this study. The research reported in this article sought to identify specific elements of the school climate that were likely to influence the interplay of adolescent health and development and students’ identity formation. The aim was two‐fold. First, the study examined the relationships between students’ perceptions of the school climate and self‐reports of wellbeing, resilience and moral identity; and, second, the interrelationships between the three outcome variables were explored. Two surveys, one to assess students’ perceptions of features of the school climate, and another to assess students’ wellbeing, resilience and moral identity, were administered to 618 Year 11 students from 15 independent schools in South Australia. Structural equation modelling was used to investigate hypothesised relationships between students’ perceptions of their school climate and self‐reports of wellbeing, resilience and moral identity. Our results indicated statistically significant and positive relationships between school‐climate factors and each of the three outcome variables. Further, indirect relationships (mediated largely by resilience) were found between school‐climate factors and students’ wellbeing. Our findings could be used to guide schools in building tangible, purposeful environments that engender well‐balanced, positive, resilient citizens with strong moral identities.  相似文献   

10.
This longitudinal study adopts a multidimensional perspective to examine the relationships between middle school students' perceptions of the school environment (structure support, provision of choice, teaching for relevance, teacher and peer emotional support), achievement motivation (academic self-concept and subjective task value), and school engagement (behavioral, emotional, and cognitive engagement). Participants were from an ethnically diverse, urban sample of 1157 adolescents. The findings indicated that student perceptions of distinct aspects of the school environment contributed differentially to the three types of school engagement. In addition, these associations were fully or partially mediated by achievement motivation. Specifically, student perceptions of the school environment influenced their achievement motivation and in turn influenced all three types of school engagement, although in different ways. Moderation effects of gender, ethnicity, and academic ability were also discussed.  相似文献   

11.
Health inequalities emerge during childhood and youth, before widening in adulthood. Theorising, testing and interrupting the mechanisms through which inequalities are perpetuated and sustained is vital. Schools are viewed as settings through which inequality in young people's health may be addressed, but few studies examine the social processes via which institutional structures reproduce or mitigate health inequalities. Informed by Markham and Aveyard's theory of human functioning and school organisation, including their concept of institutional boundaries, critical theories of marketisation and the concept of micro‐political practices within schools, this paper presents analysis of student survey data (N = 9055) from 82 secondary schools in Wales. It examines the role of socioeconomic composition, social relationships at school and institutional priorities in mitigating or perpetuating health inequality. It finds that affluent schools were most unequal in terms of student health behaviours and subjective wellbeing. In relation to health behaviours, students from affluent families accrue a disproportionate benefit. For wellbeing, students from poorer families reported lower subjective wellbeing where attending more affluent schools. Student–staff relationships appear to be a key mechanism underpinning these effects: poor relationships with staff were predicted by a pupil's position within schools’ socioeconomic hierarchy and associated with worse health outcomes. That is, students from the poorest families reported better relationships with teachers where attending less affluent schools. Universal approaches engaging with these social processes are needed to reduce health inequalities.  相似文献   

12.
Underachievement and failure to complete school have long-term negative consequences for students. Aspirations regarding completion of secondary school that predict achievement outcomes are related to factors amenable to intervention. This study investigates relationships between academic achievement and self-reported educational aspirations, motivation, affiliation with peers and teachers, and attributions. Survey participants were 5369 Year 10 and Year 11 students at 19 nationally representative secondary schools in New Zealand, and available achievement records were sourced for 2439 Year 11 students. Survey data were factor analyzed followed by further examination of relationships across demographic factors, self-reported aspirations, motivational factors (Doing My Best and Doing Just Enough), attributions, and interpersonal affiliations (Teacher and Peer). For Year 11 students, relationships between different factors and subsequent achievement were also analyzed. Students who indicated no aspiration to complete a school qualification were indistinguishable from those with low or moderate aspirations, and the analyses supported only two divergent groups comprising students with either low or high aspirations to complete qualifications. Aspirations were significantly related to different patterns of motivation, affiliation, and attributions predictive of academic achievement. Students of different ethnicity and gender also fell unequally across the two groups. These results suggest that promoting low or even moderate expectations and aspirations for student achievement may actually reinforce lower academic achievement. Instead, teachers and schools should communicate high expectations to prevent school failure and effective interventions to enhance student outcomes.  相似文献   

13.
This paper adopts the technique of [DiNardo, Fortin and Lemieux (1996). Labour market institutions and the distribution of wages 1973–1992: A semiparametric approach. Econometrica, 64(5), 1001–1044.] to decompose differences in the distribution of PISA reading scores in Canada, and assesses the relative contribution of differences in the distribution of “class size” and time-in-term, other school factors and student background factors. Class size and time-in-term are both important school choice variables and we examine how provincial achievement differences would change if the Alberta distribution of class size and time-in-term prevailed in the other provinces. Results differ by province, and for provinces where mean achievement gaps would be lower, not all students would benefit.  相似文献   

14.
This paper proposes a theoretical framework on how school policy can promote student learning. School policy is considered to have an indirect effect on student achievement by changing school stakeholders' actions toward improving the School Learning Environment (SLE) and teaching practice. A reciprocal relationship between school policy and stakeholders' actions is also considered. A longitudinal study was conducted to test the framework's main assumptions. A stratified sample of 64 primary schools was selected and students' achievement in Mathematics at the beginning of Grade 4 and at the end of the next three consecutive school years was measured, alongside the school policy and teachers' actions with regards to issues associated with teaching and the SLE. The results of multilevel structural equation modelling analyses supported the main assumptions of the framework. Implications for the development of school policy are drawn and suggestions for further research are provided.  相似文献   

15.
This study investigated the magnitude of the relationships between eight school climate domains and a measure of global school satisfaction among 2,049 middle and high school students. Tests of moderator effects were conducted to determine if the magnitude of the relationships between the school climate domains and school satisfaction differed as a function of students' gender, grade, age, GPA, or SES. Multiple regression analyses suggested that five school climate domains are significantly related to school satisfaction (p < .01): Academic Support (beta weight = 0.17), Positive Student‐Teacher Relationships (0.12), School Connectedness (0.11), Order and Discipline (0.13), and Academic Satisfaction (0.12). In addition, the importance of the school climate variables to students' school satisfaction appeared invariant across the demographic variables and academic performance levels. The inclusion of school climate and school satisfaction measures may form a foundation for more comprehensive assessments for understanding and monitoring the experiences of students in schools. © 2010 Wiley Periodicals, Inc.  相似文献   

16.
School reform on a large scale has largely been unsuccessful. Approaches designed to document and understand the variety of organizational conditions that comprise our school systems are needed so that reforms can be tailored and results scaled. Therefore, this article develops a configurational framework that allows a systematic analysis of many school organizational forms. The approach is adapted from the logic of Charles Ragin's comparative method and qualitative comparative analysis; it allows researchers to analyse many schools while still preserving them as holistic entities. Each school is depicted as a particular constellation of coordination and control elements, and these configurations are linked to important instructional patterns. To demonstrate the approach, data on the elementary schools in the Chicago Public School (CPS) system are analysed. The distribution of the different configurations that comprise CPS is documented, and multiple regressions of the configurations indicate their varied instructional patterns. The results show that CPS schools exhibit a wide variety of organizational configurations, and these different configurations vary in patterned ways with respect to instructional coherence and academic achievement. Implications for tailoring reform efforts to distinct groups of schools so that results can be scaled are discussed.  相似文献   

17.
Using data from the National Early Head Start (EHS) Research and Evaluation Project (N = 1851), the current study examined relations among cumulative family and social risk, assessed during infancy and the preschool years, and children's prekindergarten achievement, self-regulatory skills, and problematic social behavior, testing if these associations were mediated through two sets of family processes–responsive parenting practices and the provision of language stimulation and literacy practices. Structural equation modeling results highlight the significance of the timing of children's experience of risk in predicting school readiness competencies. Risk exposure during infancy was observed to be most detrimental for children's school readiness skills and was partially mediated by risk exposure during the preschool years and family processes, assessed during toddlerhood and the preschool years. Moderation analyses revealed no difference in the strength of relationships among the study variables by EHS assignment or by race/ethnicity.  相似文献   

18.
The Second International Science Study provides a large Australian data base for the purpose of secondary analyses. This data base consists of a large number of student and school level variables which were examined with reference to the students nested within the schools. Multilevel analysis involves the use of the hierarchical linear model to adequately compensate for variability between-schools, as well as within-schools. The role of the school organization and effects such as the average student ability and average social factors were found to substantially influence student achievement in science. These school effects were also found to influence boys and girls differently with respect to their science achievement as measured by the tests in this study. Specializations: large scale data analysis, gender differences, socioeconomic factors, epidemiology.  相似文献   

19.
Effective schools should be superior in both enhancing students’ achievement levels and reducing the gap between high- and low-achieving students in the school. However, the focus has been placed mainly on schools’ achievement levels in most school effect studies. In this article, we focused our attention upon the school-specific achievement dispersion as well as achievement level in determining effective schools. The achievement dispersion in a particular school can be captured by within-school variance in achievement (σ2). Assuming heterogeneous within-school variance across schools in hierarchical modeling, it is possible to identify school factors related to high achievement levels and a small gap between high- and low-achieving students. By analyzing data from the TIMMS-R, we illustrated how to detect variance heterogeneity and how to find a systematic relationship between within-school variance and school practice. In terms of our results, we found that schools with a high achievement level tended to be more homogeneous in achievement dispersion, but even among schools with the same achievement level, schools varied in their achievement dispersion, depending on classroom practices.  相似文献   

20.
This study explored the effects of teacher commitment on student achievement. Three teacher commitment dimensions of organizational, professional, and student commitment were derived. The three-dimensional teacher commitment measurement model was tested by a confirmatory factor analysis. Then, the relationships among individual and organizational variables, teacher commitment, and student achievement were analyzed by a 2-level hierarchical linear modeling method. As the results, the greater portions of teacher commitment and student achievement variances were within schools. The individual and organizational variables had differential impacts on each teacher commitment dimension. Finally, while teacher commitment effects on student achievement were differentially found depending on teacher commitment dimensions at the individual level, there was no evidence to support significant impacts of teacher commitment on student achievement at the organizational level.  相似文献   

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