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Pedagogical and Social Climate in School Questionnaire: Factorial Validity and Reliability of the Teacher Version
Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology. radosveta.dimitrova@psychology.su.se.
Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
2016 (English)In: Journal of Psychoeducational Assessment, ISSN 0734-2829, E-ISSN 1557-5144, Vol. 34, no 3, 282-288 p.Article in journal (Refereed) Published
Abstract [en]

This study evaluated the factorial structure of the Pedagogical and Social Climate in School (PESOC) questionnaire among 307 teachers in Bulgaria. The teacher edition of PESOC consists of 11 scales (i.e., Expectations for Students, Unity Among Teachers, Approach to Students, Basic Assumptions About Students’ Ability to Learn, School–Home Relations, Teacher Cooperation, Teachers’ Professional Development, Teaching Activities, Student Valuation, Principal’s Pedagogical Leadership, and School Management). A confirmatory factor analysis conducted with structural equation modeling supported a bi-dimensional factor model (Students and Teachers; School Leadership and Management). School climate indicators were also significantly and positively correlated. PESOC is an asset to the literature on assessment of school climate with evidence for factorial validity and reliability in an underresearched international context.

Place, publisher, year, edition, pages
2016. Vol. 34, no 3, 282-288 p.
Keyword [en]
PESOC, school climate, CFA, Bulgaria
National Category
Psychology
Research subject
Psychology
Identifiers
URN: urn:nbn:se:su:diva-130544DOI: 10.1177/0734282915595332ISI: 000375727200006OAI: oai:DiVA.org:su-130544DiVA: diva2:930914
Available from: 2016-05-25 Created: 2016-05-25 Last updated: 2016-06-22Bibliographically approved

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Dimitrova, RadosvetaFerrer-Wreder, Laura
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Personality, Social and Developmental Psychology
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