Table_1_Multifaceted perception of school climate: association between students’ and teachers’ perceptions and other teacher factors.DOCX

IntroductionThis study aimed to investigate whether there is a significant association between teachers’ and students’ perceptions of school climate, and if not, whether teacher factors are associated with the respective perceptions.MethodsThe participants included 1,831 students and 59 homeroom teachers from 11 public elementary and junior high schools in Japan. Multilevel models were used to examine the association between students’ and teachers’ perceptions of school climate.ResultsOf the three teacher-rated school climate scales, only teacher-perceived disciplinary climate was associated with students’ perceptions of school climate. Teachers’ working conditions, such as self-efficacy and stress, were associated with teachers’ perceptions but not students’ perceptions of school climate. Disciplinary climate was associated with students’ perceptions of school climate, even after accounting for the teachers’ working conditions.DiscussionItems questioning specific student behaviors, such as those included in the disciplinary climate scale, may be effective in avoiding incongruence with student evaluations. Moreover, maintaining disciplinary climate itself is important for students’ positive perceptions of the school climate. A disciplinary climate in which teachers and students share responsibility for learning and classroom organization, and strategies that support positive student behavior are preferable to exclusionary discipline strategies. Incorporating feedback data gathered through classroom observations or student perceptions is also important in resolving the incongruence between teachers’ and students’ perceptions of the school climate.

引言本研究旨在探究教师与学生对学校氛围感知之间是否存在显著关联，若不存在，则探究教师因素是否与相应的感知相关联。方法本研究的参与者包括来自日本11所公立小学和初中中的1,831名学生及59名班主任教师。采用多层次模型来检验学生与教师对学校氛围感知之间的关联。结果在三项由教师评估的学校氛围量表中，仅教师感知的纪律氛围与学生对学校氛围的感知相关。教师的工作条件，如自我效能感和压力，与教师的感知相关，但与学生对学校氛围的感知无关。即使在考虑教师的工作条件后，纪律氛围也与学生对学校氛围的感知相关。讨论针对特定学生行为的提问项，例如包含在纪律氛围量表中的内容，可能有助于避免与学生评价的不一致。此外，维持纪律氛围本身对学生对学校氛围的积极感知至关重要。教师与学生共同承担学习和课堂组织责任，以及支持积极学生行为的策略，相较于排斥性纪律策略更为可取。将课堂观察或学生感知中收集到的反馈数据纳入考虑，对于解决教师与学生对学校氛围感知之间的不一致性也具有重要意义。