School climate has received increased attention use by researchers and educational institutions. Evidence-based school improvement processes have included school climate as a means of helping create schools that are safe and committed with learning. It is necessary to count with valid measures of school climate for Latin American countries, which may allow for comparative research. We present the results of the validation of the School Climate Scale. The instrument measures students perceptions of norms, support from adults in the school, and participation. The scale was translated into Spanish and its psychometric properties were studied on a sample of 4,688 Chilean students from grades fourth, sixth, and eight. Findings show a high level on internal consistency (alpha = 0.89) and explained variance (54%). Structural equation models fit the data well, both for the three-factor solution as well a four-factor structure that separates general school norms from norms against sexual violence. The scale can facilitate data-driven decisions and may be incorporated into evidenced-based school improvement processes.
La Escala de Clima Escolar: Adaptación al Español y Validación en Estudiantes Chilenos
Paula Ascorra;
2014-01-01
Abstract
School climate has received increased attention use by researchers and educational institutions. Evidence-based school improvement processes have included school climate as a means of helping create schools that are safe and committed with learning. It is necessary to count with valid measures of school climate for Latin American countries, which may allow for comparative research. We present the results of the validation of the School Climate Scale. The instrument measures students perceptions of norms, support from adults in the school, and participation. The scale was translated into Spanish and its psychometric properties were studied on a sample of 4,688 Chilean students from grades fourth, sixth, and eight. Findings show a high level on internal consistency (alpha = 0.89) and explained variance (54%). Structural equation models fit the data well, both for the three-factor solution as well a four-factor structure that separates general school norms from norms against sexual violence. The scale can facilitate data-driven decisions and may be incorporated into evidenced-based school improvement processes.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
