1994
DOI: 10.1177/0013164494054002023 View full text |Buy / Rent full text
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Abstract: The purpose of this study was to examine school (institutional) influences on the latent structure of the seven subscales of the Quality of School Life scale, a measure of school life at the student level. A total of 5,932 twelfth-year students (3,048 males and 2,884 females) enrolled in 50 Australian parochial schools were administered the instrument. Structural equation models were fit to the subscales and the subsequent variance component analysis revealed that only about 2%-3% of the variances were explain… Show more

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“…On the other hand, researchers who study organizational climate maintain a different perspective. They argue that the unit to examine is the individual within the school because climate will be perceived differently by each individual due to different personal characteristics and school experiences (Mok & McDonald, 1994). This reflects the theory of Rogers (1951), which presumes that individuals react to experiences psychologically according to an internal frame of reference and individual perception.…”
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“…On the other hand, researchers who study organizational climate maintain a different perspective. They argue that the unit to examine is the individual within the school because climate will be perceived differently by each individual due to different personal characteristics and school experiences (Mok & McDonald, 1994). This reflects the theory of Rogers (1951), which presumes that individuals react to experiences psychologically according to an internal frame of reference and individual perception.…”
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“…However, there is a lack of consistency in how school climate is defined and measured (Voight & Nation, 2016). Some scholars purport that individual perceptions of school climate should be analyzed only at the individual level (Dixon et al, 1991;Mok & McDonald, 1994;Raudenbush et al, 1991). Conversely, other scholars argue that the focus of analysis for school climate should only be examined at the school level or above (Huang & Cornell, 2016;Konold et al, 2014).…”
Section: Limitations and Implications For Researchmentioning
“…Also, scale validity was established using factorial analysis of the responses from 4,949 students (Flynn M. , 1993) (Mok, 1994), to identify different factors that confirm the constructs proposed by Williams and Batten. These factors, in turn, constitute a higher order element, understood as a measure of trust, called the quality of the school life (QSL), and the overall welfare level of the student at the school.…”
Section: The Quality Of School Life Frameworkmentioning