Johns Hopkins Bloomberg School of Public Health, 624 N. Broadway, Baltimore, MD 21205, USA.
J Sch Health. 2010 Jun;80(6):271-9. doi: 10.1111/j.1746-1561.2010.00501.x.
School climate has been linked with improved academic achievement and reduced discipline problems, and thus is often a target of school improvement initiatives. However, few studies have examined the extent to which student and teacher perceptions vary as a function of individual, classroom, and school characteristics, or the level of congruence between teachers' and their students' perceptions of school climate.
Using data from 1881 fifth-grade students and their 90 homeroom teachers, we examined parallel models of students' and teachers' perceptions of overall school climate and academic emphasis. Two additional models were fit that assessed the congruence between teacher and student perceptions of school climate and academic emphasis.
Multilevel analyses indicated that classroom-level factors were more closely associated with teachers' perceptions of climate, whereas school-level factors were more closely associated with the students' perceptions. Further analyses indicated an inverse association between student and teacher ratings of academic emphasis, and no association between student and teacher ratings of overall climate.
Teacher ratings were more sensitive to classroom-level factors, such as poor classroom management and proportion of students with disruptive behaviors, whereas student ratings were more influenced by school-level factors such as student mobility, student-teacher relationship, and principal turnover. The discrepancy in ratings of academic emphasis suggests that while all of the respondents may have shared objectively similar experiences, their perceptions of those experiences varied significantly. These results emphasize the importance of assessing both student and teacher perceptions in future research on school climate.
学校氛围与提高学业成绩和减少纪律问题有关，因此通常是学校改进计划的目标。然而，很少有研究考察学生和教师的看法在多大程度上因个人、课堂和学校特征的不同而有所不同，或者教师和学生对学校氛围的看法在多大程度上一致。
利用来自 1881 名五年级学生及其 90 名班主任的数据，我们考察了学生和教师对整体学校氛围和学术重点的看法的平行模型。还拟合了另外两个模型，以评估教师和学生对学校氛围和学术重点的看法的一致性。
多层次分析表明，课堂层面的因素与教师对气候的看法更为密切相关，而学校层面的因素与学生的看法更为密切相关。进一步的分析表明，学生和教师对学术重点的评价呈负相关，而学生和教师对整体气候的评价没有相关性。
教师的评价更敏感于课堂层面的因素，如课堂管理不善和有扰乱行为的学生比例，而学生的评价则更多地受到学校层面的因素的影响，如学生流动性、师生关系和校长更替。学术重点评价的差异表明，尽管所有的受访者可能都有相似的客观经历，但他们对这些经历的看法却有很大的不同。这些结果强调了在未来关于学校氛围的研究中，评估学生和教师的看法的重要性。
