School culture: A validation study and exploration of its relationship with teachers' work environment
Abstract
This study was aimed at exploring the relationship between school culture and teachers' work environment and further exploring the roles of school culture, teachers' efficacy, beliefs, and behaviors for character education, and teachers' work environment in the relationship between a character education intervention and students' social emotional outcomes. The Caring School Inclusion Project is a character education intervention project, which implemented Community of Caring program in 12 middle schools in New Jersey from Fall 2007 to Spring 2010. This study first validated both the School Culture Scale – Student (SCS – S) and the School Culture Scale – Teacher (SCS – T) using baseline student and teacher survey data collected in Fall 2007. It was then demonstrated that school culture and teachers' work environment were two constructs rather than one using baseline teacher survey data. Moreover, based on teacher survey data collected in Spring 2010, it was demonstrated that the effects of the character education intervention program on students' social emotional outcomes were partially mediated by school culture. The effects of the intervention on school culture were fully mediated by teachers' efficacy, beliefs, and behaviors for character education. And the effects of the intervention on teachers' efficacy, beliefs, and behaviors for character education were partially mediated by teachers' work environment. Theoretical and practical implications were discussed.
Subject Area
Educational evaluation|Middle School education|Educational psychology|Developmental psychology|Occupational psychology
Recommended Citation
Guo, Ping, "School culture: A validation study and exploration of its relationship with teachers' work environment" (2012). ETD Collection for Fordham University. AAI3544398.
https://research.library.fordham.edu/dissertations/AAI3544398
