Oyeleye B A
Department of Nursing, Faculty of Health Sciences, Obafemi Awolowo University, Ile-Ife, Nigeria.
Int J Nurs Stud. 1992 Nov;29(4):341-4. doi: 10.1016/0020-7489(92)90012-6.
This study examined the influence of educational status and gender on the faculty and students' perceptions of their school climates. A self-designed questionnaire was used to elicit information from the 385 subjects (320 students and 65 tutors). Analysis using the t-test technique revealed that there were no significant differences at the 0.05 level of probability in the perceptions of: (a) faculty and students on climate variables "thrust" (t = 0.31) and "control" (t = 1.19); and (b) both sexes on climate variables "thrust" (t = 1.69), "control" (t = 1.13) and "disengagement" (t = -0.53). The conclusion therefore, is that educational status and gender have little or no influence on the peoples' perception of their school climates.
本研究考察了教育程度和性别对教师及学生对学校氛围认知的影响。采用自行设计的问卷从385名受试者（320名学生和65名导师）中获取信息。运用t检验技术进行分析后发现，在以下认知方面，在0.05的概率水平上不存在显著差异：(a) 教师和学生对氛围变量“推动力”（t = 0.31）和“控制”（t = 1.19）的认知；以及(b) 两性对氛围变量“推动力”（t = 1.69）、“控制”（t = 1.13）和“脱离”（t = -0.53）的认知。因此，结论是教育程度和性别对人们对学校氛围的认知几乎没有影响。
