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Abstract
This study provided validity and reliability data for a new secondary education school climate instrument created at the University of Nebraska at Lincoln. This instrument was designed measured perceived school climate across psychosocial dimensions and perceived academic achievement and academic efficacy. Three dimensions of the new instrument, SchoolMaps, were compared to scales from the School Development Program at Yale University's High School Climate Survey to provide validity data. Reliability data for the new instrument was also investigated. A volunteer sample of 288 students in three high schools volunteered to participate. The three participating schools were located in a medium sized Midwestern city.
Results indicated significant correlations p<.01 were found between the three similar dimensions of the two instruments. Strong reliability data was demonstrated for all dimensions of SchoolMaps derived from intercorrelational data. Reliability scores for SchoolMaps were generally stronger than those for the Yale measure. Two dimensions prevalent in the instrument, interpersonal relationships and academic efficacy, were significantly linked to perceived academic success. Behavioral self-control was found to have a strong relationship with teacher-student relations. Self determination was found to have a high correlation with student-teacher relations, home-school relations, and peer relations.
