Relationship between school-level and classroom-level environments in secondary schools

Investigates relationships between school and classroom environment. Explains how in Australian secondary schools, instruments were developed and validated for assessing seven dimensions of school environment (empowerment, student support, affiliation, professional interest, mission consensus, resou...

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Bibliographic Details
Published in:Journal of educational administration 1997-01, Vol.35 (1), p.74-91
Main Authors: Dorman, Jeffrey P., Fraser, Barry J., McRobbie, Campbell J.
Format: Article
Language:English
Subjects:
Affiliation
Attitudes
Australia
Catholic schools
Classroom Environment
Classrooms
Comparative analysis
Education
Educational administration
Educational Environment
Educational objectives
Empowerment
Foreign Countries
Government schools
Influence
Investigations
Laboratories
Learning
Outcomes of Education
Perceptions
Questionnaires
Religion
Religious education
School climate
School effectiveness
School environment
Science
Science Teachers
Secondary Schools
Student Attitudes
Student support
Students
Surveys
Teacher Attitudes
Teacher behaviour
Teacher control
Teachers
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Summary:Investigates relationships between school and classroom environment. Explains how in Australian secondary schools, instruments were developed and validated for assessing seven dimensions of school environment (empowerment, student support, affiliation, professional interest, mission consensus, resource adequacy and work pressure) and seven dimensions of classroom environment (student affiliation, interactions, co-operation, task orientation, order and organization, individualization and teacher control). The study involved a sample of 2,211 students in 104 year nine and year 12 religious education and science classes and 208 teachers of religious education and science in Catholic and government secondary schools. Indicates that weak relationship between school and classroom environments emerged, suggesting that the school environment cannot be assumed to transmit automatically to the classroom.
ISSN:0957-8234
1758-7395
DOI:10.1108/09578239710156999