ABSTRACT

Improving school climate remains a priority for improving academic achievement and social emotional learning, and for reducing violence and promoting safe schools. This study examined staff member experiences of school climate with the goal of identifying the quality of climate (negative or positive) that staff experience and how certain characteristics influence their experiences. Using a statewide sample from the California Department of Education, this study employed Latent Profile Analysis to identify common perceptions of climate. Results indicate four profiles of climate, and that there are individual and contextual influences on the quality of climate likely experienced by staff members. Understanding this variation is critical for stakeholders seeking to implement changes in school climate, or the implementation of interventions targeting SEL or school safety.

抽象的

改善学校氛围仍然是提高学业成绩和社交情感学习，减少暴力和促进安全学校的首要任务。这项研究检查了工作人员在学校气候中的经历，目的是确定工作人员所经历的气候质量（正负）以及某些特征如何影响他们的体验。该研究使用加利福尼亚州教育部的全州样本，采用了潜在特征分析来确定对气候的普遍认识。结果表明气候有四个特征，而且工作人员可能会对气候质量产生个体和背景影响。了解这种变化对于寻求实施学校环境变化的利益相关者至关重要，