EVALUACIÓN DEL CLIMA ESCOLAR: CONSTRUCCIÓN Y VALIDACIÓN DE INSTRUMENTOS DE MEDIDA

El objetivo de este estudio consiste en la presentación del proceso de construcción, prueba y validación de instrumentos de medida para medir el clima escolar, en la perspectiva de alumnos a partir del 7º año de la enseñanza fundamental, sus profesores y gestores. Se realizó una revisión de la literatura nacional e internacional sobre la temática, se constituyó el concepto, la matriz de referencia compuesta de ocho dimensiones interrelacionadas y los instrumentos de medida. Con base en una muestra de 11.516 respondedores, se procedió a los análisis estadísticos y cualitativos concernientes al proceso de validación: evidencias de validez de contenido y de constructo. Las dimensiones y sus respectivos ítems indicaron buena carga componencial y buenos índices de fiabilidad, para validar los instrumentos de medida.

AMBIENTE ESCOLAR; INSTRUMENTO DE MEDIDA; VALIDEZ

Autoría

Adriano Moro

Fundação Carlos Chagas (FCC), São Paulo (SP), Brasil; moroadriano@uol.com.brFundação Carlos ChagasBrazilSão Paulo, SP, BrazilFundação Carlos Chagas (FCC), São Paulo (SP), Brasil; moroadriano@uol.com.br

http://orcid.org/0000-0001-9625-3923

Telma Pileggi Vinha

Universidade Estadual de Campinas (Unicamp), Campinas (SP), Brasil; telmavinha@uol.com.brUniversidade Estadual de CampinasBrazilCampinas, SP, BrazilUniversidade Estadual de Campinas (Unicamp), Campinas (SP), Brasil; telmavinha@uol.com.br

http://orcid.org/0000-0002-0510-8390

Alessandra de Morais

Universidade Estadual Paulista (Unesp), Faculdade de Filosofia e Ciências, Marília (SP), Brasil; alemorais.shimizu@gmail.comUniversidade Estadual PaulistaBrazilMarília, SP, BrazilUniversidade Estadual Paulista (Unesp), Faculdade de Filosofia e Ciências, Marília (SP), Brasil; alemorais.shimizu@gmail.com

http://orcid.org/0000-0001-5521-9307

Translated by Fernando Effori de Mello^IV IV Freelance translator; feffori@gmail.com

IV
Freelance translator; feffori@gmail.com

NOTE

The authors collaborated equitably in writing the article.

SCIMAGO INSTITUTIONS RANKINGS

Tablas

Tablas (5)

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TABLE 1
SCHOOL CLIMATE REFERENCE FRAMEWORK

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TABLE 1
STUDENT SAMPLE ACCORDING TO SCHOOL TYPE AND STATE

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TABLE 2
TEACHER SAMPLE ACCORDING TO SCHOOL TYPE AND STATE

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TABLE 3
MANAGER SAMPLE ACCORDING TO SCHOOL TYPE AND STATE

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TABLE 4
SUMMARY OF THE RESULTS OF PRINCIPAL COMPONENT ANALYSIS AND COMPOSITE RELIABILITY

TABLE 1 SCHOOL CLIMATE REFERENCE FRAMEWORK

SCHOOL CLIMATE - FRAMEWORK
DIMENSION	CONCEPT	GROUP
1. Relationships with teaching and learning	In this dimension, good quality lies on the perception of the school as an effective place of work with knowledge, which seeks students’ success, motivation, participation and well-being, promotes schooling and the meaning of learning. It also implies the effective work of a stable teaching staff and differentiated strategies that promote the learning of all, as well as continuous assistance so that no student is left behind.	Student Teacher Manager
2. Social relationships and conflicts in the school	This refers to relationships, conflicts and perceptions about the quality of treatment among school members. It also covers the identification by adults of intimidation and mistreatment situations experienced in peer relations, and the school professionals’ co-responsibility in coexistence problems. The good quality of the relational climate is the result of positive relationships in this space, opportunities for effective participation, the guarantee of well-being, respect and support between people, thus continuously promoting a sense of belonging.	Student Teacher Manager
3. Rules, sanctions and safety in school	This dimension concerns the perceptions of managers, teachers and students regarding interventions in interpersonal conflicts in school. It covers the creation, the content, the legitimacy and the fair application of rules and sanctions, also identifying the types of punishment generally employed. It also includes order, justice, tranquility, coherence and security in the school environment.	Student Teacher Manager
4. Situations of intimidation among students	This dimension deals with the identification of situations of intimidation and mistreatment in the relationships between peers and of bullying perceived by students, as well as the places where they occur.	Student
5. Family, school and community	This refers to the perception of the quality of relationships between school, family and community, including respect, trust and support among these groups. It covers how the school acts, considering the community’s needs. It involves the feeling of being an integral part of a group that shares common goals.	Student Teacher Manager
6. Infrastructure and physical environment of the school	This is the perception of the quality of the school’s infrastructure and the physical space, as well as its use, suitability and maintenance. It refers to how equipment, furniture, books and materials are prepared and organized to receive students and provide them with free access, security, coexistence and well-being in these spaces.	Student Teacher Manager
7. Relationships with work	These are the feelings of managers and teachers regarding their work environment and the educational institutions. It covers perceptions regarding professional training and qualification, study practices and reflections on actions, recognition of, satisfaction with and motivation for the role they play, and the support they receive from managers and other professionals.	Teacher Manager
8. Management and participation	This covers the perception about the quality of the processes used to identify the school’s needs, the interventions and results evaluation. It also includes the organization and articulation between the various groups and actors that form the school community in order to promote spaces for participation and cooperation to achieve common goals.	Teacher Manager

Source: Vinha, Moraes and Moro (2017VINHA, T. P.; MORAIS, A.; MORO, A. Manual de orientação para a aplicação dos questionários que avaliam o clima escolar. Campinas: FE/Unicamp, 2017. v. 1.).

TABLE 1 STUDENT SAMPLE ACCORDING TO SCHOOL TYPE AND STATE

STUDENTS
SCHOOL TYPE	STATES
SCHOOL TYPE	CE	MS	SP	ES
Public	92	381	3.850	2.850
Private		114	1.825
Subtotal	92	495	5.675	2.850
TOTAL	9.112 students

Source: Prepared by the authors.

TABLE 2 TEACHER SAMPLE ACCORDING TO SCHOOL TYPE AND STATE

TEACHERS
SCHOOL TYPE	STATES
SCHOOL TYPE	CE	MS	SP	ES
Public	82	16	827	439
Private		4	165
Subtotal	82	20	992	439
TOTAL	1.533 teachers

Source: Prepared by the authors.

TABLE 3 MANAGER SAMPLE ACCORDING TO SCHOOL TYPE AND STATE

MANAGERS
SCHOOL TYPE	STATES
SCHOOL TYPE	CE	MS	PE	PR	SP	ES	RN	SC	MG
Public	15	4	8	6	427	176	3	2	4
Private		2	1	1	217		2	2	1
Subtotal	15	6	9	7	644	176	5	4	5
TOTAL	871 managers

Source: Prepared by the authors.

TABLE 4 SUMMARY OF THE RESULTS OF PRINCIPAL COMPONENT ANALYSIS AND COMPOSITE RELIABILITY

DIMENSIONS	PROCESSES	QUESTIONNAIRE: STUDENTS	QUESTIONNAIRE: TEACHERS	QUESTIONNAIRE: MANAGERS
1 - Relationships with teaching and learning	KMO Test	0.85	0.90	0.91
	Bartlett’s Sphericity	p < 0.01	p < 0.01	p < 0.01
	Componential Loads - PCA	> 0.30 (18 items) < 0.30 (2 items)	> 0.30 (28 items) < 0.30 (2 items)	> 0.30 (20 items) < 0.30 (1 item)
	Composite Reliability (CR)	0.90	0.96	0.82
2 - Social relationships and conflicts in the school	KMO Test	0.87	0.91	0.91
	Bartlett’s Sphericity	p < 0.01	p < 0.01	p < 0.01
	Componential Loads - PCA	> 0.30 (22 items) < 0.30 (2 items)	> 0.30 (20 items) < 0.30 (1 item)	> 0.30 (21 items) < 0.30 (2 items)
	Composite Reliability (CR)	0.96	0.91	0.92
3 - Rules, sanctions and safety in school	KMO Test	0.89	0.85	0.85
	Bartlett’s Sphericity	p < 0.01	p < 0.01	p < 0.01
	Componential Loads - PCA	> 0.30 (32 items) < 0.30 (0 items)	> 0.30 (21 items) < 0.30 (9 items)	> 0.30 (26 items) < 0.30 (3 items)
	Composite Reliability (CR)	0.95	0.98	0.86
4 - Situations of intimidation among students	KMO Test	0.89	Items were included into Dimension 2 with load > 0.30	Items were included into Dimension 2 with load > 0.30
	Bartlett’s Sphericity	p < 0.01
	Componential Loads - PCA	> 0.30 (15 items) < 0.30 (2 items)
	Composite Reliability (CR)	0.92
5 - Family, school and community	KMO Test	0.75	0.89	0.86
	Bartlett’s Sphericity	p < 0.01	p < 0.01	p < 0.01
	Componential Loads - PCA	> 0.30 (7 items) < 0.30 (0 items)	> 0.30 (11 items) < 0.30 (0 items)	> 0.30 (12 items) < 0.30 (1 item)
	Composite Reliability (CR)	0.88	0.95	0.87
6 - Infrastructure and physical environment of the school	KMO Test	0.88	0.88	0.87
	Bartlett’s Sphericity	p < 0.01	p < 0.01	p < 0.01
	Componential Loads - PCA	> 0.30 (8 items) < 0.30 (0 items)	> 0.30 (8 items) < 0.30 (0 items)	> 0.30 (8 items) < 0.30 (0 items)
	Composite Reliability (CR)	0.89	0.97	0.88
7 - Relationships with work	KMO Test	Exclusive for teachers and managers	0.91	0.90
	Bartlett’s Sphericity		p < 0.01	p < 0.01
	Componential Loads - PCA		> 0.30 (12 items) < 0.30 (0 items)	> 0.33 (12 items) < 0.30 (1 item)
	Composite Reliability (CR)		0.92	0.83
8 - Management and participation	KMO Test	Exclusive for teachers and managers	0.93	0.93
	Bartlett’s Sphericity		p < 0.01	p < 0.01
	Componential Loads - PCA		> 0.30 (13 items) < 0.30 (0 items)	> 0.30 (26 items) < 0.30 (1 item)
	Composite Reliability (CR)		0.93	0.94

Source: Prepared by the authors.

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EVALUACIÓN DEL CLIMA ESCOLAR: CONSTRUCCIÓN Y VALIDACIÓN DE INSTRUMENTOS DE MEDIDA

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[1] Translated by Fernando Effori de Mello^IV IV Freelance translator; feffori@gmail.com