0.3 Lindahl, r. (february 2009). school climate differences between  (Page 7/10)

Table 2

Milieu Elements

When the responses to the 10 milieu items were summed to form a pseudo-continuous variable, the mean for the Torchbearer Schools was 3.69 (SD=.45), compared to the Comparison Schools’ mean of 2.97 (SD=.30). This difference yielded a Cohen’s D of 1.88, a large effect size.

Social System

In regard to the social system elements (Table 3), again the Torchbearer Schools teachers viewed their school climates considerably more favorably than the comparison group on almost all items. The lone exception was that both groups provided very similar responses to the item, Teachers are encouraged to participate in professional leadership activities.

When the responses to the 13 social system items were summed to form a pseudo-continuous variable, the mean for the Torchbearer Schools was 3.26 (SD=.40) compared to the Comparison Schools’ mean of 2.81 (SD=.31). This difference yielded a Cohen’s D of 1.26, generally considered to be a large effect size.

Conclusions

Overall, the results are very consistent – teachers in the Torchbearer Schools perceived their school climates to be more positive than did the teachers in the Comparison Schools. This can readily been seen in the responses to the overarching climate item, Overall, my school is a good place to work and learn. Seventy-four percent of the Torchbearer Schools teachers responded Strongly Agree to this item, as compared to only 42% of the teachers in the Comparison Schools. The Take20 survey contained items on almost all of the elements previous researchers had found to be related to student performance. The findings of this study of elementary, middle, and junior high school teachers in Alabama public schools serving high-poverty populations strongly support the previous research linking positive school climates to increased student achievement.

Social System Elements