School Climate Evaluation: Designing and Validating Measurement Instruments

Abstract

This study aims to present the process of designing, testing and validating measurement instruments to measure the school climate from the perspective of students from the 7th grade of primary education onwards, as well as their teachers and managers. We reviewed the national and international literature on the subject, built the concept, the reference framework formed by eight interrelated dimensions and the measurement instruments. Based on a sample of 11,516 respondents, we carried out the statistical and qualitative analyzes concerning the validation process: evidence content and construct validity. The dimensions and their respective items indicated good componential load and good reliability indices, which validates the measurement instruments.

School Climate in the Brazilian school context: an integrative literature review

“…For this reason, studies on school climate are deepened. Several studies indicate the relationship between the quality of the climate and the well-being of school actors, especially in relation to students, showing the relationship with academic performance, motivation for learning, behaviors, sense of belonging and justice, satisfaction with school, appreciation of knowledge and individual development (FAN;WILLIAMS;CORKIN, 2011;CUNHA;COSTA, 2009;GOMES, 2005;GAZIEL, 1987;LOUKAS, 2007;COHEN;PICKERAL, MCCLOSKEY, 2008;COHNE, 2010 apud MORO;VINHA ;MORAIS, 2019).…”

“…The climate can influence the behavior of people who coexist in a given space, on the other hand it can affect interpersonal relationships, characterizing the environment inside the school (GAZIEL, 1987 apud MORO;VINHA;MORAIS, 2019).…”

“…As stated by Cunha (2014Cunha ( , p. 1081: "schools with a positive school climate tend to have more satisfied and motivated students and staff, reducing dropout rates, insecurity and violence". The relationship between a positive school climate and higher performance is found in several studies (MELO, 2017;CASASSUS, 2008;WARNER;HEINDEL, 2017;REYNOLDS et al 2017 apud MORO;VINHA;MORAIS, 2019). Debarbieux et al (2012 apud MORO;VINHA;MORAIS, 2019) also emphasizes that the quality of the school climate is a direct variable for the prevention of violence.…”

“…The relationship between a positive school climate and higher performance is found in several studies (MELO, 2017;CASASSUS, 2008;WARNER;HEINDEL, 2017;REYNOLDS et al 2017 apud MORO;VINHA;MORAIS, 2019). Debarbieux et al (2012 apud MORO;VINHA;MORAIS, 2019) also emphasizes that the quality of the school climate is a direct variable for the prevention of violence. Cunha (2014) demonstrates an association between school climate and violence.…”

“…Despite being a topic of great relevance in the school environment and object of scientific studies for a few years, there is no consensus on the definition of the term "school climate". According to Moro, Vinha and Morais (2019), there is semantic equivalence to the terms: school ethics, atmosphere, ideology, community, personality, health or social environment.…”