Diseño y estructura factorial del cuestionario Percepción del Alumnado sobre el Clima Escolar (PACE)

Abstract

Han sido muchos y muy diversos los instrumentos que se han desarrollado en los países anglosajones para evaluar el clima escolar. Sin embargo, todavía no existe ningún instrumento de medida ampliamente aceptado y validado en castellano que, a través de distintas dimensiones, evalúe de manera equilibrada los aspectos principales que la mayoría de las investigaciones defienden como componentes del clima escolar. Para tratar de solventar esta limitación, el objetivo de este estudio es elaborar un nuevo instrumento de medida de la percepción sobre el clima escolar y analizar su validez de constructo y convergente. Participaron en la investigación 480 estudiantes de Álava y Madrid de entre 12 y 18 años (M = 14.91; DT = 1.49), de los cuales 286 (59.6%) eran mujeres y 194 (40.4%) hombres. El alumnado participante cumplimentó dos cuestionarios: el PACE (clima escolar) y la versión adaptada al castellano del School Engagement Measure (implicación escolar). Los análisis realizados permiten seleccionar los ítems más adecuados para la medida multidimensional del clima escolar. El cuestionario presenta una consistencia interna y validez externa adecuadas. En consecuencia, el nuevo cuestionario consigue superar la limitación de otros instrumentos de medida creados con anterioridad y se discute el procedimiento a seguir en orden a continuar con la validación del mismo.

Systematic and evaluative review of school climate instruments for students, teachers, and parents

“…Only six instruments met the highest score for this criterion of which two were original versions (What's Happening in This School? [WHITS; J. Aldridge & Ala'I, 2013] and Students' Perception of the School Climate [PACE; Escalante, Palacios, et al, 2020]) and the rest were revised versions (My Class Inventory‐Short Form [MCI‐SF, Sink & Spencer, 2005]; School Climate and School Identification Measure‐Student [SCASIM‐St, Gálvez‐Nieto et al, 2020]; Students' Perception of the School Climate [PACE‐33, Escalante, Goñi, et al, 2020]; and Inventory of School Climate‐Student [ISC‐S, Acun‐ Kapıkıran & Kapıkıran, 2011]).…”

“…Factorial analyses show that some of these studies replicate the hypothesized factor solution according to the original version (Gálvez‐Nieto et al, 2020; Rifenbark et al, 2020), others also replicate the factorial structure but changing or reducing the number of items (Coelho et al, 2020; Lindstrom Johnson et al, 2019; Sink & Spencer, 2005). The rest of the reviews reveal a similar but different factorial structure according to the original version (Acun‐ Kapıkıran & Kapıkıran, 2011; Bear et al, 2016; Escalante, Palacios, et al, 2020; F. L. Huang & Cornell, 2016; Zullig et al, 2015). One of the purposes of some of these reviews is to offer shorter and simple instruments that avoid fatigue in their completion and are logistically simple to administer and score.…”

Internal Structure, Reliability and Invariance across Gender Using the Multidimensional School Climate Scale PACE-33

“…M C represents nine correlated oblique factors—physical safety; rules; student-teacher relationships; peer relationships; group cohesion; environmental-structural aspects; teachers’ ability to motivate; teachers’ expectations; and methodological resources—which represent the most important dimensions of perceived school climate [ 15 ].…”

“…Finally, most of the measures available in Spanish principally encompass only those dimensions pertaining to rules and interpersonal relationships, and fail to take into account others, which are equally relevant to the creation and maintenance of a positive school climate. In order to try to solve these limitations, a new instrument called Students’ Perception of School Climate scale (escala Percepción del Alumnado sobre el Clima Escolar—PACE-33) was designed, and its psychometric properties were analysed [ 15 , 16 ]. However, the validation process of this instrument is unfinished, as its factor structure has not yet been corroborated.…”

“…However, the validation process of this instrument is unfinished, as its factor structure has not yet been corroborated. The PACE-33 is based on the four general domains of school climate—safety, relationships, environmental-structural aspects and teaching-learning—which have the greatest theoretical support [ 10 , 11 ], and are evaluated through specific aspects that have been most included over the years, in different instruments designed to evaluate this construct [ 15 , 16 ].…”