Identifying a Typology of New York City Schools Through Teacher Perceptions of Organizational Capacity: A Latent Class Analysis

The purpose of this study is to identify a typology of school organizational capacities using teachers' perceptions of school organizational context. Employing a sample of New York City schools serving students in grades 3-8 (n = 1,289), we perform a 3-step latent class analysis (LCA). We ident...

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Bibliographic Details
Published in:Leadership and policy in schools 2022-10, Vol.21 (4), p.791-815
Main Authors: Duff, Megan, Bowers, Alex J.
Format: Article
Language:English
Subjects:
Classification
Education policy
Educational Environment
Elementary School Teachers
Family School Relationship
Institutional Characteristics
Latent class analysis
Leadership
Middle School Teachers
Outcomes of Education
School administration
School Organization
Schools
Student Characteristics
Teacher Attitudes
Teacher Collaboration
Teachers
Trust (Psychology)
Typology
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Summary:The purpose of this study is to identify a typology of school organizational capacities using teachers' perceptions of school organizational context. Employing a sample of New York City schools serving students in grades 3-8 (n = 1,289), we perform a 3-step latent class analysis (LCA). We identify six subgroups of schools: versatile (31%), demoralized (19%), developing (15%), collaborative, (13%), responsive (11%), and controlled (11%). These subgroups are associated with school and student characteristics. Controlling for these characteristics, teacher perceptions of school context are also associated with student outcomes. This typology has policy implications for those seeking to differentiate school supports.
ISSN:1570-0763
1744-5043
DOI:10.1080/15700763.2020.1854789