Teachers' perceptions of school climate: A validity study of scores from the revised school level environment questionnaire

Bruce Johnson, Joseph J. Stevens, Keith Zvoch

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Scores from a revised version of the School Level Environment Questionnaire (SLEQ) were validated using a sample of teachers from a large school district. An exploratory factor analysis was used with a randomly selected half of the sample. Five school environment factors emerged. A confirmatory factor analysis was run with the remaining half of the sample. Goodness-of-fit indices indicated that the factor structure fit the data reasonably well. Further analyses using structural equation modeling techniques revealed that the Revised SLEQ worked equally well for all samples. Invariance testing showed that the fitted model and the estimated parameter values were statistically equivalent across all samples. Internal consistency estimates provided further evidence of the reliability of factor scores. In addition, an analysis of variance indicated that the instrument discriminated climate differences between schools. Results suggest that the Revised SLEQ provides a good tool for studying teachers' perceptions of school climate.

Original languageEnglish (US)
Pages (from-to)833-844
Number of pages12
JournalEducational and Psychological Measurement
Issue number5
StatePublished - Oct 2007



  • Confirmatory factor analysis
  • Exploratory factor analysis
  • School Level Environment Questionnaire (SLEQ)
  • School climate
  • Structural equation modeling
  • Teacher perceptions

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Applied Psychology
  • Applied Mathematics

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