Validation of a school environment survey among Colombian teachers

Abstract

The article explores the validity and reliability of an instrument for measuring for the School Environment (SE) among 3610 teachers in Medellı ´n, Colombia during 2011. A multilevel exploratory factorial analysis established through 20 items that the instrument identifies four dimensions of SE on an individual level: communication between school and teachers, between teachers and parents, teacher involvement in school decisions, sense of security (respect-safeness) and academic expectations. At a group level, the same items measure a general dimension of SE. Based upon these analyses, the instrument produced a valid and reliable school environment measure that differentiates among schools.

Measuring school social climate in Latin America: the need for multidimensional and multi-informant tests – A systematic review

“…Other studies that point to the integration of conceptual aspects related to coexistence and SSC are the School Climate Scale by López and Valdés Morales (2018) that deconstructs school climate into regulations, social support and participation, and the coexistence management measure by Larios Gómez (2021) that explores school climate and classroom climate for teachers and students. Finally, some reports operationalized the analysis of the construct from the school environment ( Román-Calderón et al, 2017 ; Shukla et al, 2019 ; Tapia-Fonllem et al, 2020 ) having as common elements aspects related to safety/physical comfort, commitment and support networks of teachers and students.…”