DIMENSIONS OF SCHOOL CLIMATE AT SEKOLAH
ABSTRACT
The purpose of this study is to examine the relative influence of dimensions that have
been identified to effect the school climate, as well as the influence of religiosity, in
the context of national secondary religious schools where Islam plays a fundamental
role. The study also aims to find out the significance of school climate dimensions as
perceived by students and teachers at Sekolah Menengah Kebangsaan Agama
(SMKA). Two sets of questionnaires, one for teachers and one for students, are
specifically designed for data collection. A sample of 845 respondents, 279 teachers
(75 male and 204 female) and 566 students (164 male and 402 female) is selected
from the aforesaid schools. Rasch Measurement Model and Confirmatory Factor
Analyses are conducted to answer the research questions. In addition, descriptive
analyses and Mann-Whitney U-Test and Kruskal-Wallis H-Test are used in the
analyses. The results indicate that for teachers, the most dominant dimension of
school climate is the dimension of Social System, whereas the dimension of Culture is
the most dominant for students. However, the religiosity dimension for teachers is in
the third level of five-dimension of school climate, while for the students, it is in the
last level. The results indicate that there is no significant difference between urban
and rural schools according to teachers, while for the students, only the factor of
Ecology showed significant difference. Finally, the results also indicate that the
Milieu shows significant difference among students’ view about the school climate
based on their different streams of study, while the other dimensions such as Social
System, Culture, Ecology and Religiosity show no significant difference. Implications
and recommendations are stated for stakeholders.
ii
ﻦ ﰲ
ﺪﻳ
ﻳﻬﺪﻑ ﻫﺬﺍ ﺍﻟﺒﺤﺚﺇﱃ ﺩﺭﺍ ﺳﺔ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟ ﺴﺎﺋﺪﺓ ﰲ ﺍﳌﻨﺎﺥ ﺍﳌﺪﺭ ﺳﻲﺇﺿﺎﻓﺔﺇﱃﺗﺄﺛﲑﻋﺎﻣﻞ ﺍﻟﺘ
ﻠﻌﺐ ﺍﻹ ﺳﻼﻡ ﺩﻭﺭﺍﺃ ﺳﺎ ﺳﻴﺎ ﻓﻴﻬﺎ.ﻭﻛﺬﻟﻚ ﻣﻌﺮﻓﺔﺃﳘﻴﺔ ﺍﻟﻌﻮﺍﻣﻞ
ﺍﳌﺪﺍﺭﺱ ﺍﻟﻮﻃﻨﻴﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﺪﻳﻨﻴﺔ ﺍﻟﱵ ﻳ
ﻤ ﺖﺇ ﺳﺘﺒﺎﻧﺘﲔ ﳉﻤﻊ ﺍﻟﺒﻴﺎﻧﺎ ﺕ،
ﻠﻤﲔ .ﻫﺬﺍﻭﻗﺪ ﺻﻤ
ﻠﺒﺔﻭﺍﳌﻌ
ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﳌﻨﺎﺥ ﺍﳌﺪﺭ ﺳﻲﻣﻦﻭ ﺟﻬﺔ ﻧﻈﺮ ﺍﻟ ﻄ
ﻠﻤﺎ
ﻠﻰ 845ﻣ ﺴﺘ ﺠﻴﺒﺎ)ﻣﻨﻬﻢ 279ﻣﻌ
ﻠ ﺖﻋﻴﻨﺔ ﺍﻟﺪﺭﺍ ﺳﺔﻋ
ﻠﺒﺔ.ﺇ ﺷﺘﻤ
ﻠﻄ
ﻠﻤﲔﻭﻭﺍ ﺣﺪﺓ ﻟ
ﻠﻤﻌ
ﻭﺍ ﺣﺪﺓ ﻟ
) 566ﻃﺎﻟﺒﺎﻭﻃﺎﻟﺒﺔ164 ،ﺫﻛﻮﺭﺍﻭ402ﺇﻧﺎﺛﺎ(ﻣﻦ ﺍﳌﺪﺍﺭﺱ
ﻠﻤﺔ75 ،ﺫﻛﻮﺭﺍﻭ204ﺇﻧﺎﺛﺎ(ﻭ
ﻭﻣﻌ
ﻠﻴﻞ
ﻠﻘﻴﺎﺱﻭﳕﻮﺫﺝ ﺍﻟﺘﺤ
ﻠﺔ ﺍﻟﺒﺤﺚ ،ﰎﺇ ﺳﺘ ﺨﺪﺍﻡ ﳕﻮﺫﺝ ﺭﺍ ﺵ ﻟ
ﻠﻰﺃ ﺳﺌ
ﺍﳌﺬﻛﻮﺭﺓﺃﻋﻼﻩ.ﻭﻟﻺ ﺟﺎﺑﺔﻋ
ﻠﻲ ﺍﳌﺆﻛﺪ .ﺑﺎﻹﺿﺎﻓﺔﺇﱃ ﺫﻟﻚ ،ﰎﺇ ﺳﺘ ﺨﺪﺍﻡ ﺍﻟﺘﺤ
ﺍﻟﻌﺎﻣ
ﻠﻴﻞ ﺍﻟﻮ ﺻﻔﻲﻭ"ﻣﺎﻥﻭﺍﻳﺘﲏ ﺍ ﺧﺘﺒﺎﺭ " U-ﻭ"
ﺯ ﰲ ﺍﳌﻨﺎﺥ ﺍﳌﺪﺭ ﺳﻲ -ﺣ ﺴﺐ
ﻛﺮﻭ ﺳﻜﺎﻝﻭﺍﻟﻴ ﺲ –ﺇ ﺧﺘﺒﺎﺭ ."Hﻭﺃ ﺷﺎﺭ ﺕ ﺍﻟﻨﺘﺎﺋ ﺞﺇﱃﺃﻥ ﺍﻟﻌﺎﻣﻞ ﺍﻷﺑﺮ
ﻠﻤﲔ -ﻫﻮﻋﺎﻣﻞ ﺍﻟﻨﻈﺎﻡ ﺍﻻ ﺟﺘﻤﺎﻋﻲ ،ﰲ ﺣﲔﺃﻥﻋﺎﻣﻞ ﺍﻟﺜﻘﺎﻓﺔ ﻫﻮ ﺍﻷﺑﺮﺯﻣﻦﻭ ﺟﻬﺔ ﻧﻈﺮ
ﻭ ﺟﻬﺔ ﻧﻈﺮ ﺍﳌﻌ
ﻠﺒﺔ.ﻭﻣﻊ
ﻠﻄ
ﻠﻤﲔﻭﺍﳌﺮﺗﺒﺔ ﺍﻷ ﺧﲑﺓ ﺑﺎﻟﻨ ﺴﺒﺔ ﻟ
ﻠﻤﻌ
ﻦ ﺍﳌﺮﺗﺒﺔ ﺍﻟﺜﺎﻟﺜﺔ ﺑﺎﻟﻨ ﺴﺒﺔ ﻟ
ﺪﻳ
ﻠﺒﺔ .ﺑﻴﻨﻤﺎ ﺍ ﺣﺘﻞ ﺍﻟﻌﺎﻣﻞ ﺍﻟﺘ
ﺍﻟ ﻄ
ﻠﻤﲔ ،ﺑﻴﻨﻤﺎ
ﻠﻤﻌ
ﺫﻟﻚ،ﺃ ﺷﺎﺭ ﺕ ﺍﻟﻨﺘﺎﺋ ﺞﺇﱃﺃﻧﻪ ﻻ ﻳﻮ ﺟﺪﻓﺮ ﻕ ﻛﺒﲑ ﺑﲔ ﺍﳌﺪﺍﺭﺱ ﺍﳊ ﻀﺮﻳﺔﻭﺍﻟﺮﻳﻔﻴﺔﻭﻓﻘﺎ ﻟ
ﻠﻄ
ﺃﻇﻬﺮﻋﺎﻣﻞ ﺍﻟﺒﻴﺌﺔﻓﺮﻗﺎ ﺫﺍ ﺩﻻﻟﺔﺇ ﺣ ﺼﺎﺋﻴﺔﻭﻓﻘﺎ ﻟ
ﻠﺒﺔ.ﺃ ﺧﲑﺍ،ﺃ ﺷﺎﺭ ﺕ ﺍﻟﻨﺘﺎﺋ ﺞﺇﱃﺃﻥﻋﺎﻣﻞ ﺍﻟﺒﻴﺌﺔﺃﻇﻬﺮ
ﻠﻰ ﲣ ﺼ ﺼﻬﻢ ﺍﻷﻛﺎﺩﳝﻲ ،ﰲ ﺣﲔﺃﻥ
ﻠﺒﺔ ﺣﻮﻝ ﺍﳌﻨﺎﺥ ﺍﳌﺪﺭ ﺳﻲ ﺑﻨﺎًﺀﻋ
ﻓﺮﻗﺎﺫﺍ ﺩﻻﻟﺔﺇ ﺣ ﺼﺎﺋﻴﺔ ﺑﲔﺃﺭﺍﺀ ﺍﻟ ﻄ
ﺍﻟﻌﻮﺍﻣﻞ ﺍﻷ ﺧﺮﻯﻣﺜﻞ ﺍﻟﻨﻈﺎﻡ ﺍﻻ ﺟﺘﻤﺎﻋﻲﻭﺍﻟﺜﻘﺎﻓﺔﻭﺍﻟﺒﻴﺌﺔﻭﺍﻟﺘﺪﻳﻦ ﱂﺗﻈﻬﺮﺃﻱﻓﺮ ﻕﺫﻱ ﺩﻻﻟﺔﺇ ﺣ ﺼﺎﺋﻴﺔ.
ﺕ ﻟﺬﻭﻱﺍﻹ ﺧﺘ ﺼﺎ ﺹ.
ﺘﻢ ﺍﻟﺒﺤﺚ ﺑﺘﻮ ﺻﻴﺎ
ﻭﺍ ﺧﺘ
iii
APPROVAL PAGE
This thesis of Muhajir has been examined and approved by the following:
________________________
Muhamad Johdi Salleh
Supervisor
________________________
Noor Lide Abu Kassim
Co-Supervisor
________________________
Mohd Burhan Ibrahim
Internal Examiner
________________________
Rosseni Din
External Examiner
________________________
Radwan Jamal Yousef El-Atrash
Chairman
iv
DECLARATION
I hereby declare that this dissertation is the result of my own investigations, except
where otherwise stated. I also declare that it has not been previously or concurrently
submitted as a whole for any other degrees at IIUM or other institutions.
Muhajir
Signature…………………………
Date……………………
v
INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA
DECLARATION OF COPYRIGHT AND AFFIRMATION
OF FAIR USE OF UNPUBLISHED RESEARCH
Copyright@2013 by International Islamic University Malaysia. All rights reserved.
DIMENSIONS OF SCHOOL CLIMATE
AT SEKOLAH MENENGAH KEBANGSAAN AGAMA (SMKA)
MALAYSIA
I hereby affirm that the International Islamic University Malaysia
(IIUM) hold all rights in the copyright of this work and henceforth and
reproduction or use in any form or by means whatsoever is prohibited
without the written consent of IIUM. No part of this unpublished
research may be reproduced, stored in a retrieval system, or transmitted,
in any form of by means, electronic, mechanical, photocopying,
recording or otherwise without prior written permission of the
copyright holder.
Affirmed by Muhajir
………………………..
Signature
…………………….
Date
vi
Dedicated to my beloved father and mother:
(Taslikhan & Yamani)
My wife
(Musfhiroh binti Muhtaroh)
vii
ACKNOWLEDGEMENTS
In the name of Allah, Most Gracious and Most Merciful for the praise be to Allah the
Almighty, Lord of the universe, for His Providence and Divine direction throughout
our life. Peace and blessing upon His messenger Muhammad (S.A.W). Glory be to
Allah with His help and guidance given by Him, I was able to complete this
dissertation. I admit that, without the cooperation, guidance and the same time the
culmination of the hard work from numerous others, this dissertation could not have
been completed.
I would like to express my greatest gratitude and warm thanks to my main
supervisor: Dr. Mohamad Johdi Salleh; my co-supervisor: Assoc. Prof. Dr. Noor Lide
Abu Kassim; and my committee member: Prof. Dato’ Dr. Sidek Baba whose has
guided me and given me suggestions throughout this research. A very special thank
you to both of my thesis examiners: Dr. Mohd Burhan Ibrahim and Assoc. Prof. Dr.
Rosseni Din for their constructive advice and thoughtful comments were really
appreciated. My sincerely thank also to all the academic and administrative staff of
the Institute of Education (INSTED), IIUM, who have provided me with help and
assistance.
To my colleagues, especially; Dairabi Kamil, Kamal Badarshwi, Muslih AlKhatanni, Ust Firman Maulana, Burhaniddeen Awaul, Shafeeq Husain, Ust Kamsari
Sanuh and Ust Abdul Hakeem Mohd Ismail for their helps and supports.
Last but not least, I wish to express my remain indebted to my beloved parents
Taslikhan & Yamani, sister Muafifah and brother Nasrullah Hadi whose prayers,
encouragement and support me. To my wife Musfhiroh binti Muhtaroh for her
understanding, patient love and motivation enabled me to complete this research. I
would also to show my appreciation to the World Assembly of Muslim Youth
(WAMY) and Rafiq Endeavour Award (REA), for providing me with the financial
assistance during my study at International Islamic University Malaysia.
viii
TABLE OF CONTENTS
Abstract………………………………………………………………………….. ii
Abstract in Arabic……………………………………………………………….. iii
Approval Page…………………………………………………………………… iv
Declaration Page………………………………………………………………… v
Copyright Page…………………………………………………………………... vi
Dedication……………………………………………………………………….. vii
Acknowledgements……………………………………………………………… viii
List of Tables……………………………………………………………………..xiii
List of Figures…………………………………………………………………….xvii
CHAPTER 1: BACKGROUND OF STUDY. ……………………………….. 1
Introduction. …………………………………………………………….. 1
Statement of the Problem………………………………………………... 3
Purpose of the Study ……………………………………………………. 5
Objectives of the Study………………………………………………….. 6
Research Questions……………………………………………………….6
7
Significance of the Study...…………………………………………………
Delimitation of the Study…………………………………………………8
Definitions of Terms……………………………………………….......... 9
Organization of the Study……………………………………………….. 9
CHAPTER 2: LITERATURE REVIEW...…………………………………….11
Introduction. …………………………………………………………….. 11
The Theoretical Framework………………………………………………14
Organizational Culture and Organizational Climate……………………...17
School Culture and School Climate………………………………………23
Historical Development of School Climate………………………..………28
The Conceptualization of School Climate…………………………………30
The Importance of Positive School Climate………………………………35
The School Climate in the Islamic Perspective……………………………38
The Tabulate Study Analysis Summary on School Climate………………43
The Dimension of School Climate (Ecology, Milieu, Social
System, and Culture……………………………………………. 44
Implications on Tabulate Analysis of Literature Review……………....... 45
CHAPTER 3: RESEARCH METHODOLOGY…………………………….. 64
Introduction…...…………………………………………………………. 64
Research Design…………………………………………………………. 64
Population of the Study………………………………………………….. 65
Sample Size of the Study………………………………………………... 66
Sampling Procedure………………………………………………………67
Instrument…………………………………………………………………71
Instrument for Students……………………………………………72
Instrument for Teachers……………………………………………76
Validity and Reliability. ………………………………………………….79
ix
Data Collection Procedure……………………………………………... 80
Data Analysis………………………………………………………………81
Pilot Study…………………………………………………………………82
Descriptive Analysis………………………………………………82
Students………………………………………………….82
Teachers………………………………………………….83
Rasch Measurement Model Analysis………………………………
85
Rasch Analysis of All Dimensions of School Climate for
Students………………………………………………………… 86
Social System…………….………………………………86
Culture……………………………………………………87
Ecology…………..………………………………………89
Milieu……………………………………………………91
Religiosity…………..……………………………………93
Rasch Analysis of All Dimensions of School Climate for
Teachers……
95
Social System…………….………………………………96
Culture……………………………………………………98
Milieu……………………………………………………100
Ecology………….……………………………………….102
Religiosity…………..……………………………………103
Conclusion……………………………………………………….. 105
CHAPTER 4: DATA ANALYSIS AND PRESENTATION O THE
RESULTS……………………………………………………... 108
Introduction…...…………………………………………………………. 108
Section I: Demographic Background of Respondents…………………... 109
Teachers’ Demographic Background……………………………. 109
Students’ Demographic Background……………………………. 114
Section II: The Results of Rasch Analysis………………………………. 117
The Rasch Analysis of Teachers’ Responses……………………. 117
Item Polarity based on Teachers’ Responses……………………. 118
Item Fit based on Teachers’ Responses…………………………. 120
Person Fit based on Teachers’ Responses……………………….. 121
Unidimensionality for the Measured Construct on Teachers’
Responses………………………………………………………... 122
Item and Person Reliability Indices based on Teachers’
Responses………………………………………………………... 123
Rasch Analysis of Students’ Responses…………………………. 124
Item Polarity based on Students’ Responses…………………….. 124
Item Fit based on Students’ Responses………………………….. 126
Person Fit based on Students’ Responses……………………….. 127
Unidimensionality for the Measured Construct based on
Students’ Responses……………………………………………... 128
Item and Person Reliability Indices based on Students’
Responses………………………………………………………... 129
Section III (A): Reliability Index and Separation Index of School
Climate Dimensions based on Teachers’ Responses…… 130
x
Section III (B): Reliability Index and Separation Index of School
Climate Dimensions based on Students’ Responses … 131
Section IV (A): The Measurement Model of School Climate for FourDimension and Five-Dimension of School Climate
based on Teachers’ Responses………………………… 132
Four-Dimension of School Climate Model for Teachers……….. 132
The Revised Four-Dimension of School Climate Model for
Teachers………………………………………………………… 136
Five-Dimension of School Climate Model for Teachers……….. 137
The Revised Five-Dimension of School Climate Model for
Teachers…………………………………………………………. 138
Section IV (B): The Measurement Model of School Climate for FourDimension and Five-Dimension of School Climate
based on Students’ Responses ………………………… 140
Four-Dimension of School Climate Model for Students……….. 140
The Revised Four-Dimension of School Climate Model for
Students…………………………………………………………. 141
Five-Dimension of School Climate Model for Students………… 143
The Revised Five-Dimension of School Climate Model for
Students…………………………………………………………. 144
Section V: Comparison of Hierarchy of the Dominant Dimensions of
School Climate and Model Fit Statistics for Measurement
Models……………………………………………………….. 145
Section VI: The Result of the Mann-Whitney U-Test………………….. 148
Section VII: The Result of the Kruskal-Wallis Test……………………. 151
Section VIII: Conclusion………………………………………………... 154
CHAPTER 5: DISCUSSION OF FINDINGS, CONCLUSION AND
RECOMMENDATION……………………………………….. 156
Introduction…...…………………………………………………………. 156
Dimensionality of The Constructs………………………………………. 156
Discussion of Findings…………………………………………………... 157
To What Extant are the Items Productive for Measuring the
Construct of School Climate as Perceived by Teachers and
Students………………………………………………………….. 159
What is the Most Dominant Dimension as Perceived by
Teachers and Students of SMKA Based on the Four-Dimension
of School Climate?………………………………………………. 159
What is the Most Dominant Dimension of the School Climate as
Perceived by Teachers and Students of SMKA with the
Inclusion of A New Dimension, i.e. Religiosity………………… 162
Are There any Statistically Significant Differences Between
Perceptions of Teachers and Students From Different School
Locations on the Five-Dimension of School Climate…………… 165
Are There any Statistically Significant Differences Among
Students of Different Streams of Study on Their Perceptions of
the Five-Dimension of School Climate …………………………. 167
Conclusion………………………………………………………………. 169
Limitations of The Study………………………………………………... 170
xi
Recommendations……………………………………………………….. 171
For Educational Authority……………………………………….. 171
For the Principal and Teachers of SMKA……………………….. 171
For the Future Research…………………………………………. 172
BIBLIOGRAPHY…………………………………………………………….... 173
APPENDIX A: The Name and Address of SMKA in Malaysia………………… 189
APPENDIX B: Person Fit based on Teachers’ Responses……………………… 191
APPENDIX C: Person Fit based on Students’ Responses…………………….... 194
APPENDIX D: The Person Measured for the Teachers and Students………….. 198
APPENDIX E: Questionnaire for the Teachers…………………………………. 242
APPENDIX F: Questionnaire for the Students………………………………….. 248
APPENDIX G: Approval Letter from the Educational Planning and Research
Division, Ministry of Education, Malaysia………........................ 255
APPENDIX H: Approval Letter from the State Education Department,
Selangor………………………………………………………… 256
APPENDIX I: Approval Letter from the State Education Department, Pulau
Pinang……………………………………………………………. 257
APPENDIX J: Approval Letter from the State Education Department, Johor…. 258
APPENDIX K: Approval Letters from the Schools…………………………… 259
APPENDIX L: Letter to Conduct Research in the State Education, Selangor..... 261
APPENDIX M: Letter to Conduct Research in the State Education, Pulau
Pinang………………………………………………………….. 262
APPENDIX N: Letter to Conduct Research in the State Education, Johor…….. 263
APPENDIX O: Letter to Conduct Research in the State Education,
Terengganu...…………………………………………………... 264
APPENDIX P: Letters to Conduct Research in the Schools……………………. 265
xii
LIST OF TABLES
Page No.
Table No.
2.1
The Summary of School Climate Dimensions
14
2.2
Organizational Culture and Organizational Climate
22
2.3
School Culture and School Climate
26
2.4
Six Elements of the OCDQ
31
2.5
Seven Components of the OHI
33
2.6
Tabulate Analysis of Previous Studies on School
Climate (Focus on Ecology, Milieu, Social System
& Culture)
42
3.1
The Population of Students &Teachers
65
3.2
The Zones in Peninsular Malaysia
66
3.3
Names of Selected States
67
3.4
Name of Selected Schools
68
3.5
The Stratum of Sample Size of Study
69
3.6
Items Representing the Dimensions of School
Climate in the Student Questionnaire
74
Items Representing the Dimensions of School
Climate in the Teacher Questionnaire
77
3.8
Students’ Demographic Information
82
3.9
Teachers Demographic Information
83
3.10
Item Statistics for Social System (Students)
86
3.11
Initial Item Statistics for Culture (Students)
87
3.12
Item Statistics for Culture (Students) after Deletion
of Misfitting Item
87
Initial Item Statistics for Ecology (Students)
88
3.7
3.13
xiii
3.14
Item Statistics for Ecology (Students) after Deletion
of Misfitting Item
89
3.15
Initial Item Statistics for Milieu (Students)
89
3.16
Item Statistics for Milieu (Students) after Deletion
of Misfitting Item
90
3.17
Initial Item Statistics for Religiosity (Students)
91
3.18
Item Statistics for Religiosity (Students) after
Deletion of Misfitting Item
91
3.19
Initial Item Statistics for Social System (Teachers)
93
3.20
Item Statistics for Social System (Teachers) after
Deletion of Misfitting Item
93
3.21
Initial Item Statistics for Culture (Teachers)
94
3.22
Item Statistics for Culture (Teachers) after Deletion
of Misfitting Item
95
3.23
Initial Item Statistics for Milieu (Teachers)
95
3.24
Item Statistics for Milieu (Teachers) after Deletion
of Misfitting Item
96
3.25
Initial Item Statistics for Ecology (Teachers)
97
3.26
Item Statistics for Ecology (Teachers) after
Deletion of Misfitting Item
97
3.27
Initial Item Statistics for Religiosity (Teachers)
98
3.28
Item Statistics for Religiosity (Teachers) after
Deletion of Misfitting Item
99
Summary of the Five-Dimension of School Climate
Reliability for Students
100
Summary of the Five-Dimension of School Climate
Reliability for Teachers
101
4.1
Distribution of Teachers According to Gender
104
4.2
Distribution of Teachers According to Age
104
3.29
3.30
xiv
4.3
Distribution of Teachers According to Academic
Qualification
105
Distribution of Teachers According to Year of
Teaching Experience
106
Distribution of Teachers According to School
Location
106
4.6
Distribution of Teachers According to Zone
107
4.7
Distribution of Students According to Gender
108
4.8
Distribution of Students According to Stream of
Study
109
Distribution of Students According to School
Location
109
4.4
4.5
4.9
4.10
Distribution of Students According to the place of
the PMR
110
4.11
Distribution of Students According to Zone
111
4.12
Item Polarity (Teachers)
113
4.13
Item Fit Statistics based on Teachers’ Responses
115
4.14
Standardized Residual Variance (Teachers)
117
4.15
Separation Index and Reliability Index (Person &
Item) based on Teachers’ Responses
118
4.16
Item polarity (Students)
119
4.17
Item Fit Statistics based on Students’ Responses
120
4.18
Standardized Residual Variance (Students)
122
4.19
Separation Index and Reliability Index (Person &
Item) based on Teachers’ Responses
122
Summary of Separation Index and Reliability Index
of All Dimensions of School Climate Dimensions
based on Teachers’ Responses
124
Summary of Separation Index and Reliability Index
of All Dimensions of School Climate Factors based
on Students’ Responses
125
4.20
4.21
xv
4.22
Hierarchy of the Dominant Dimensions of School
Climate
139
4.23
Model Fit Statistics for Measurement Models
140
4.24
Summary of Mann-Whitney U Test to Compare the
Five-Dimension of School Climate for the Teachers
between School Locations
141
Summary of Mann-Whitney U-Test to Compare the
Five-Dimension of School Climate for the Students
between School Locations
143
Summary of Kruskal-Wallis Test to Compare the
Five-Dimension of School Climate for the Students
based on the Stream
144
4.25
4.26
4.27
Post Hoc Analysis Using Mann-Whitney U-Test to
test the Milieu Dimensionwith the Different Stream
of Study
xvi
146
LIST OF FIGURES
Page No.
Figure No.
2.1
The Four Dimensions of School Climate
15
4.1
Hypothesized four- dimension model of school
climate for teachers
127
Fit of the hypothesized four-dimension model of
school climate for teachers
128
Fit of the revised four-dimension model of school
climate for teachers
129
Fit of the hypothesized five-dimension model of
school climate for teachers
131
Fit of the revised five-dimension model of school
climate for teachers
132
Hypothesized four- dimension model of school
climate for students
133
Fit of the hypothesized four-dimension model of
school climate for students
134
Fit of the revised four-dimension model of school
climate for students
135
Hypothesized five- dimension model of school
climate for students
136
Fit of the hypothesized five-dimension model of
school climate students
137
Fit of the revised five-dimension model of school
climate for students
137
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11
xvii
The purpose of this study is to examine the relative influence of dimensions that have
been identified to effect the school climate, as well as the influence of religiosity, in
the context of national secondary religious schools where Islam plays a fundamental
role. The study also aims to find out the significance of school climate dimensions as
perceived by students and teachers at Sekolah Menengah Kebangsaan Agama
(SMKA). Two sets of questionnaires, one for teachers and one for students, are
specifically designed for data collection. A sample of 845 respondents, 279 teachers
(75 male and 204 female) and 566 students (164 male and 402 female) is selected
from the aforesaid schools. Rasch Measurement Model and Confirmatory Factor
Analyses are conducted to answer the research questions. In addition, descriptive
analyses and Mann-Whitney U-Test and Kruskal-Wallis H-Test are used in the
analyses. The results indicate that for teachers, the most dominant dimension of
school climate is the dimension of Social System, whereas the dimension of Culture is
the most dominant for students. However, the religiosity dimension for teachers is in
the third level of five-dimension of school climate, while for the students, it is in the
last level. The results indicate that there is no significant difference between urban
and rural schools according to teachers, while for the students, only the factor of
Ecology showed significant difference. Finally, the results also indicate that the
Milieu shows significant difference among students’ view about the school climate
based on their different streams of study, while the other dimensions such as Social
System, Culture, Ecology and Religiosity show no significant difference. Implications
and recommendations are stated for stakeholders.
ii
ﻦ ﰲ
ﺪﻳ
ﻳﻬﺪﻑ ﻫﺬﺍ ﺍﻟﺒﺤﺚﺇﱃ ﺩﺭﺍ ﺳﺔ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟ ﺴﺎﺋﺪﺓ ﰲ ﺍﳌﻨﺎﺥ ﺍﳌﺪﺭ ﺳﻲﺇﺿﺎﻓﺔﺇﱃﺗﺄﺛﲑﻋﺎﻣﻞ ﺍﻟﺘ
ﻠﻌﺐ ﺍﻹ ﺳﻼﻡ ﺩﻭﺭﺍﺃ ﺳﺎ ﺳﻴﺎ ﻓﻴﻬﺎ.ﻭﻛﺬﻟﻚ ﻣﻌﺮﻓﺔﺃﳘﻴﺔ ﺍﻟﻌﻮﺍﻣﻞ
ﺍﳌﺪﺍﺭﺱ ﺍﻟﻮﻃﻨﻴﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﺪﻳﻨﻴﺔ ﺍﻟﱵ ﻳ
ﻤ ﺖﺇ ﺳﺘﺒﺎﻧﺘﲔ ﳉﻤﻊ ﺍﻟﺒﻴﺎﻧﺎ ﺕ،
ﻠﻤﲔ .ﻫﺬﺍﻭﻗﺪ ﺻﻤ
ﻠﺒﺔﻭﺍﳌﻌ
ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﳌﻨﺎﺥ ﺍﳌﺪﺭ ﺳﻲﻣﻦﻭ ﺟﻬﺔ ﻧﻈﺮ ﺍﻟ ﻄ
ﻠﻤﺎ
ﻠﻰ 845ﻣ ﺴﺘ ﺠﻴﺒﺎ)ﻣﻨﻬﻢ 279ﻣﻌ
ﻠ ﺖﻋﻴﻨﺔ ﺍﻟﺪﺭﺍ ﺳﺔﻋ
ﻠﺒﺔ.ﺇ ﺷﺘﻤ
ﻠﻄ
ﻠﻤﲔﻭﻭﺍ ﺣﺪﺓ ﻟ
ﻠﻤﻌ
ﻭﺍ ﺣﺪﺓ ﻟ
) 566ﻃﺎﻟﺒﺎﻭﻃﺎﻟﺒﺔ164 ،ﺫﻛﻮﺭﺍﻭ402ﺇﻧﺎﺛﺎ(ﻣﻦ ﺍﳌﺪﺍﺭﺱ
ﻠﻤﺔ75 ،ﺫﻛﻮﺭﺍﻭ204ﺇﻧﺎﺛﺎ(ﻭ
ﻭﻣﻌ
ﻠﻴﻞ
ﻠﻘﻴﺎﺱﻭﳕﻮﺫﺝ ﺍﻟﺘﺤ
ﻠﺔ ﺍﻟﺒﺤﺚ ،ﰎﺇ ﺳﺘ ﺨﺪﺍﻡ ﳕﻮﺫﺝ ﺭﺍ ﺵ ﻟ
ﻠﻰﺃ ﺳﺌ
ﺍﳌﺬﻛﻮﺭﺓﺃﻋﻼﻩ.ﻭﻟﻺ ﺟﺎﺑﺔﻋ
ﻠﻲ ﺍﳌﺆﻛﺪ .ﺑﺎﻹﺿﺎﻓﺔﺇﱃ ﺫﻟﻚ ،ﰎﺇ ﺳﺘ ﺨﺪﺍﻡ ﺍﻟﺘﺤ
ﺍﻟﻌﺎﻣ
ﻠﻴﻞ ﺍﻟﻮ ﺻﻔﻲﻭ"ﻣﺎﻥﻭﺍﻳﺘﲏ ﺍ ﺧﺘﺒﺎﺭ " U-ﻭ"
ﺯ ﰲ ﺍﳌﻨﺎﺥ ﺍﳌﺪﺭ ﺳﻲ -ﺣ ﺴﺐ
ﻛﺮﻭ ﺳﻜﺎﻝﻭﺍﻟﻴ ﺲ –ﺇ ﺧﺘﺒﺎﺭ ."Hﻭﺃ ﺷﺎﺭ ﺕ ﺍﻟﻨﺘﺎﺋ ﺞﺇﱃﺃﻥ ﺍﻟﻌﺎﻣﻞ ﺍﻷﺑﺮ
ﻠﻤﲔ -ﻫﻮﻋﺎﻣﻞ ﺍﻟﻨﻈﺎﻡ ﺍﻻ ﺟﺘﻤﺎﻋﻲ ،ﰲ ﺣﲔﺃﻥﻋﺎﻣﻞ ﺍﻟﺜﻘﺎﻓﺔ ﻫﻮ ﺍﻷﺑﺮﺯﻣﻦﻭ ﺟﻬﺔ ﻧﻈﺮ
ﻭ ﺟﻬﺔ ﻧﻈﺮ ﺍﳌﻌ
ﻠﺒﺔ.ﻭﻣﻊ
ﻠﻄ
ﻠﻤﲔﻭﺍﳌﺮﺗﺒﺔ ﺍﻷ ﺧﲑﺓ ﺑﺎﻟﻨ ﺴﺒﺔ ﻟ
ﻠﻤﻌ
ﻦ ﺍﳌﺮﺗﺒﺔ ﺍﻟﺜﺎﻟﺜﺔ ﺑﺎﻟﻨ ﺴﺒﺔ ﻟ
ﺪﻳ
ﻠﺒﺔ .ﺑﻴﻨﻤﺎ ﺍ ﺣﺘﻞ ﺍﻟﻌﺎﻣﻞ ﺍﻟﺘ
ﺍﻟ ﻄ
ﻠﻤﲔ ،ﺑﻴﻨﻤﺎ
ﻠﻤﻌ
ﺫﻟﻚ،ﺃ ﺷﺎﺭ ﺕ ﺍﻟﻨﺘﺎﺋ ﺞﺇﱃﺃﻧﻪ ﻻ ﻳﻮ ﺟﺪﻓﺮ ﻕ ﻛﺒﲑ ﺑﲔ ﺍﳌﺪﺍﺭﺱ ﺍﳊ ﻀﺮﻳﺔﻭﺍﻟﺮﻳﻔﻴﺔﻭﻓﻘﺎ ﻟ
ﻠﻄ
ﺃﻇﻬﺮﻋﺎﻣﻞ ﺍﻟﺒﻴﺌﺔﻓﺮﻗﺎ ﺫﺍ ﺩﻻﻟﺔﺇ ﺣ ﺼﺎﺋﻴﺔﻭﻓﻘﺎ ﻟ
ﻠﺒﺔ.ﺃ ﺧﲑﺍ،ﺃ ﺷﺎﺭ ﺕ ﺍﻟﻨﺘﺎﺋ ﺞﺇﱃﺃﻥﻋﺎﻣﻞ ﺍﻟﺒﻴﺌﺔﺃﻇﻬﺮ
ﻠﻰ ﲣ ﺼ ﺼﻬﻢ ﺍﻷﻛﺎﺩﳝﻲ ،ﰲ ﺣﲔﺃﻥ
ﻠﺒﺔ ﺣﻮﻝ ﺍﳌﻨﺎﺥ ﺍﳌﺪﺭ ﺳﻲ ﺑﻨﺎًﺀﻋ
ﻓﺮﻗﺎﺫﺍ ﺩﻻﻟﺔﺇ ﺣ ﺼﺎﺋﻴﺔ ﺑﲔﺃﺭﺍﺀ ﺍﻟ ﻄ
ﺍﻟﻌﻮﺍﻣﻞ ﺍﻷ ﺧﺮﻯﻣﺜﻞ ﺍﻟﻨﻈﺎﻡ ﺍﻻ ﺟﺘﻤﺎﻋﻲﻭﺍﻟﺜﻘﺎﻓﺔﻭﺍﻟﺒﻴﺌﺔﻭﺍﻟﺘﺪﻳﻦ ﱂﺗﻈﻬﺮﺃﻱﻓﺮ ﻕﺫﻱ ﺩﻻﻟﺔﺇ ﺣ ﺼﺎﺋﻴﺔ.
ﺕ ﻟﺬﻭﻱﺍﻹ ﺧﺘ ﺼﺎ ﺹ.
ﺘﻢ ﺍﻟﺒﺤﺚ ﺑﺘﻮ ﺻﻴﺎ
ﻭﺍ ﺧﺘ
iii
APPROVAL PAGE
This thesis of Muhajir has been examined and approved by the following:
________________________
Muhamad Johdi Salleh
Supervisor
________________________
Noor Lide Abu Kassim
Co-Supervisor
________________________
Mohd Burhan Ibrahim
Internal Examiner
________________________
Rosseni Din
External Examiner
________________________
Radwan Jamal Yousef El-Atrash
Chairman
iv
DECLARATION
I hereby declare that this dissertation is the result of my own investigations, except
where otherwise stated. I also declare that it has not been previously or concurrently
submitted as a whole for any other degrees at IIUM or other institutions.
Muhajir
Signature…………………………
Date……………………
v
INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA
DECLARATION OF COPYRIGHT AND AFFIRMATION
OF FAIR USE OF UNPUBLISHED RESEARCH
Copyright@2013 by International Islamic University Malaysia. All rights reserved.
DIMENSIONS OF SCHOOL CLIMATE
AT SEKOLAH MENENGAH KEBANGSAAN AGAMA (SMKA)
MALAYSIA
I hereby affirm that the International Islamic University Malaysia
(IIUM) hold all rights in the copyright of this work and henceforth and
reproduction or use in any form or by means whatsoever is prohibited
without the written consent of IIUM. No part of this unpublished
research may be reproduced, stored in a retrieval system, or transmitted,
in any form of by means, electronic, mechanical, photocopying,
recording or otherwise without prior written permission of the
copyright holder.
Affirmed by Muhajir
………………………..
Signature
…………………….
Date
vi
Dedicated to my beloved father and mother:
(Taslikhan & Yamani)
My wife
(Musfhiroh binti Muhtaroh)
vii
ACKNOWLEDGEMENTS
In the name of Allah, Most Gracious and Most Merciful for the praise be to Allah the
Almighty, Lord of the universe, for His Providence and Divine direction throughout
our life. Peace and blessing upon His messenger Muhammad (S.A.W). Glory be to
Allah with His help and guidance given by Him, I was able to complete this
dissertation. I admit that, without the cooperation, guidance and the same time the
culmination of the hard work from numerous others, this dissertation could not have
been completed.
I would like to express my greatest gratitude and warm thanks to my main
supervisor: Dr. Mohamad Johdi Salleh; my co-supervisor: Assoc. Prof. Dr. Noor Lide
Abu Kassim; and my committee member: Prof. Dato’ Dr. Sidek Baba whose has
guided me and given me suggestions throughout this research. A very special thank
you to both of my thesis examiners: Dr. Mohd Burhan Ibrahim and Assoc. Prof. Dr.
Rosseni Din for their constructive advice and thoughtful comments were really
appreciated. My sincerely thank also to all the academic and administrative staff of
the Institute of Education (INSTED), IIUM, who have provided me with help and
assistance.
To my colleagues, especially; Dairabi Kamil, Kamal Badarshwi, Muslih AlKhatanni, Ust Firman Maulana, Burhaniddeen Awaul, Shafeeq Husain, Ust Kamsari
Sanuh and Ust Abdul Hakeem Mohd Ismail for their helps and supports.
Last but not least, I wish to express my remain indebted to my beloved parents
Taslikhan & Yamani, sister Muafifah and brother Nasrullah Hadi whose prayers,
encouragement and support me. To my wife Musfhiroh binti Muhtaroh for her
understanding, patient love and motivation enabled me to complete this research. I
would also to show my appreciation to the World Assembly of Muslim Youth
(WAMY) and Rafiq Endeavour Award (REA), for providing me with the financial
assistance during my study at International Islamic University Malaysia.
viii
TABLE OF CONTENTS
Abstract………………………………………………………………………….. ii
Abstract in Arabic……………………………………………………………….. iii
Approval Page…………………………………………………………………… iv
Declaration Page………………………………………………………………… v
Copyright Page…………………………………………………………………... vi
Dedication……………………………………………………………………….. vii
Acknowledgements……………………………………………………………… viii
List of Tables……………………………………………………………………..xiii
List of Figures…………………………………………………………………….xvii
CHAPTER 1: BACKGROUND OF STUDY. ……………………………….. 1
Introduction. …………………………………………………………….. 1
Statement of the Problem………………………………………………... 3
Purpose of the Study ……………………………………………………. 5
Objectives of the Study………………………………………………….. 6
Research Questions……………………………………………………….6
7
Significance of the Study...…………………………………………………
Delimitation of the Study…………………………………………………8
Definitions of Terms……………………………………………….......... 9
Organization of the Study……………………………………………….. 9
CHAPTER 2: LITERATURE REVIEW...…………………………………….11
Introduction. …………………………………………………………….. 11
The Theoretical Framework………………………………………………14
Organizational Culture and Organizational Climate……………………...17
School Culture and School Climate………………………………………23
Historical Development of School Climate………………………..………28
The Conceptualization of School Climate…………………………………30
The Importance of Positive School Climate………………………………35
The School Climate in the Islamic Perspective……………………………38
The Tabulate Study Analysis Summary on School Climate………………43
The Dimension of School Climate (Ecology, Milieu, Social
System, and Culture……………………………………………. 44
Implications on Tabulate Analysis of Literature Review……………....... 45
CHAPTER 3: RESEARCH METHODOLOGY…………………………….. 64
Introduction…...…………………………………………………………. 64
Research Design…………………………………………………………. 64
Population of the Study………………………………………………….. 65
Sample Size of the Study………………………………………………... 66
Sampling Procedure………………………………………………………67
Instrument…………………………………………………………………71
Instrument for Students……………………………………………72
Instrument for Teachers……………………………………………76
Validity and Reliability. ………………………………………………….79
ix
Data Collection Procedure……………………………………………... 80
Data Analysis………………………………………………………………81
Pilot Study…………………………………………………………………82
Descriptive Analysis………………………………………………82
Students………………………………………………….82
Teachers………………………………………………….83
Rasch Measurement Model Analysis………………………………
85
Rasch Analysis of All Dimensions of School Climate for
Students………………………………………………………… 86
Social System…………….………………………………86
Culture……………………………………………………87
Ecology…………..………………………………………89
Milieu……………………………………………………91
Religiosity…………..……………………………………93
Rasch Analysis of All Dimensions of School Climate for
Teachers……
95
Social System…………….………………………………96
Culture……………………………………………………98
Milieu……………………………………………………100
Ecology………….……………………………………….102
Religiosity…………..……………………………………103
Conclusion……………………………………………………….. 105
CHAPTER 4: DATA ANALYSIS AND PRESENTATION O THE
RESULTS……………………………………………………... 108
Introduction…...…………………………………………………………. 108
Section I: Demographic Background of Respondents…………………... 109
Teachers’ Demographic Background……………………………. 109
Students’ Demographic Background……………………………. 114
Section II: The Results of Rasch Analysis………………………………. 117
The Rasch Analysis of Teachers’ Responses……………………. 117
Item Polarity based on Teachers’ Responses……………………. 118
Item Fit based on Teachers’ Responses…………………………. 120
Person Fit based on Teachers’ Responses……………………….. 121
Unidimensionality for the Measured Construct on Teachers’
Responses………………………………………………………... 122
Item and Person Reliability Indices based on Teachers’
Responses………………………………………………………... 123
Rasch Analysis of Students’ Responses…………………………. 124
Item Polarity based on Students’ Responses…………………….. 124
Item Fit based on Students’ Responses………………………….. 126
Person Fit based on Students’ Responses……………………….. 127
Unidimensionality for the Measured Construct based on
Students’ Responses……………………………………………... 128
Item and Person Reliability Indices based on Students’
Responses………………………………………………………... 129
Section III (A): Reliability Index and Separation Index of School
Climate Dimensions based on Teachers’ Responses…… 130
x
Section III (B): Reliability Index and Separation Index of School
Climate Dimensions based on Students’ Responses … 131
Section IV (A): The Measurement Model of School Climate for FourDimension and Five-Dimension of School Climate
based on Teachers’ Responses………………………… 132
Four-Dimension of School Climate Model for Teachers……….. 132
The Revised Four-Dimension of School Climate Model for
Teachers………………………………………………………… 136
Five-Dimension of School Climate Model for Teachers……….. 137
The Revised Five-Dimension of School Climate Model for
Teachers…………………………………………………………. 138
Section IV (B): The Measurement Model of School Climate for FourDimension and Five-Dimension of School Climate
based on Students’ Responses ………………………… 140
Four-Dimension of School Climate Model for Students……….. 140
The Revised Four-Dimension of School Climate Model for
Students…………………………………………………………. 141
Five-Dimension of School Climate Model for Students………… 143
The Revised Five-Dimension of School Climate Model for
Students…………………………………………………………. 144
Section V: Comparison of Hierarchy of the Dominant Dimensions of
School Climate and Model Fit Statistics for Measurement
Models……………………………………………………….. 145
Section VI: The Result of the Mann-Whitney U-Test………………….. 148
Section VII: The Result of the Kruskal-Wallis Test……………………. 151
Section VIII: Conclusion………………………………………………... 154
CHAPTER 5: DISCUSSION OF FINDINGS, CONCLUSION AND
RECOMMENDATION……………………………………….. 156
Introduction…...…………………………………………………………. 156
Dimensionality of The Constructs………………………………………. 156
Discussion of Findings…………………………………………………... 157
To What Extant are the Items Productive for Measuring the
Construct of School Climate as Perceived by Teachers and
Students………………………………………………………….. 159
What is the Most Dominant Dimension as Perceived by
Teachers and Students of SMKA Based on the Four-Dimension
of School Climate?………………………………………………. 159
What is the Most Dominant Dimension of the School Climate as
Perceived by Teachers and Students of SMKA with the
Inclusion of A New Dimension, i.e. Religiosity………………… 162
Are There any Statistically Significant Differences Between
Perceptions of Teachers and Students From Different School
Locations on the Five-Dimension of School Climate…………… 165
Are There any Statistically Significant Differences Among
Students of Different Streams of Study on Their Perceptions of
the Five-Dimension of School Climate …………………………. 167
Conclusion………………………………………………………………. 169
Limitations of The Study………………………………………………... 170
xi
Recommendations……………………………………………………….. 171
For Educational Authority……………………………………….. 171
For the Principal and Teachers of SMKA……………………….. 171
For the Future Research…………………………………………. 172
BIBLIOGRAPHY…………………………………………………………….... 173
APPENDIX A: The Name and Address of SMKA in Malaysia………………… 189
APPENDIX B: Person Fit based on Teachers’ Responses……………………… 191
APPENDIX C: Person Fit based on Students’ Responses…………………….... 194
APPENDIX D: The Person Measured for the Teachers and Students………….. 198
APPENDIX E: Questionnaire for the Teachers…………………………………. 242
APPENDIX F: Questionnaire for the Students………………………………….. 248
APPENDIX G: Approval Letter from the Educational Planning and Research
Division, Ministry of Education, Malaysia………........................ 255
APPENDIX H: Approval Letter from the State Education Department,
Selangor………………………………………………………… 256
APPENDIX I: Approval Letter from the State Education Department, Pulau
Pinang……………………………………………………………. 257
APPENDIX J: Approval Letter from the State Education Department, Johor…. 258
APPENDIX K: Approval Letters from the Schools…………………………… 259
APPENDIX L: Letter to Conduct Research in the State Education, Selangor..... 261
APPENDIX M: Letter to Conduct Research in the State Education, Pulau
Pinang………………………………………………………….. 262
APPENDIX N: Letter to Conduct Research in the State Education, Johor…….. 263
APPENDIX O: Letter to Conduct Research in the State Education,
Terengganu...…………………………………………………... 264
APPENDIX P: Letters to Conduct Research in the Schools……………………. 265
xii
LIST OF TABLES
Page No.
Table No.
2.1
The Summary of School Climate Dimensions
14
2.2
Organizational Culture and Organizational Climate
22
2.3
School Culture and School Climate
26
2.4
Six Elements of the OCDQ
31
2.5
Seven Components of the OHI
33
2.6
Tabulate Analysis of Previous Studies on School
Climate (Focus on Ecology, Milieu, Social System
& Culture)
42
3.1
The Population of Students &Teachers
65
3.2
The Zones in Peninsular Malaysia
66
3.3
Names of Selected States
67
3.4
Name of Selected Schools
68
3.5
The Stratum of Sample Size of Study
69
3.6
Items Representing the Dimensions of School
Climate in the Student Questionnaire
74
Items Representing the Dimensions of School
Climate in the Teacher Questionnaire
77
3.8
Students’ Demographic Information
82
3.9
Teachers Demographic Information
83
3.10
Item Statistics for Social System (Students)
86
3.11
Initial Item Statistics for Culture (Students)
87
3.12
Item Statistics for Culture (Students) after Deletion
of Misfitting Item
87
Initial Item Statistics for Ecology (Students)
88
3.7
3.13
xiii
3.14
Item Statistics for Ecology (Students) after Deletion
of Misfitting Item
89
3.15
Initial Item Statistics for Milieu (Students)
89
3.16
Item Statistics for Milieu (Students) after Deletion
of Misfitting Item
90
3.17
Initial Item Statistics for Religiosity (Students)
91
3.18
Item Statistics for Religiosity (Students) after
Deletion of Misfitting Item
91
3.19
Initial Item Statistics for Social System (Teachers)
93
3.20
Item Statistics for Social System (Teachers) after
Deletion of Misfitting Item
93
3.21
Initial Item Statistics for Culture (Teachers)
94
3.22
Item Statistics for Culture (Teachers) after Deletion
of Misfitting Item
95
3.23
Initial Item Statistics for Milieu (Teachers)
95
3.24
Item Statistics for Milieu (Teachers) after Deletion
of Misfitting Item
96
3.25
Initial Item Statistics for Ecology (Teachers)
97
3.26
Item Statistics for Ecology (Teachers) after
Deletion of Misfitting Item
97
3.27
Initial Item Statistics for Religiosity (Teachers)
98
3.28
Item Statistics for Religiosity (Teachers) after
Deletion of Misfitting Item
99
Summary of the Five-Dimension of School Climate
Reliability for Students
100
Summary of the Five-Dimension of School Climate
Reliability for Teachers
101
4.1
Distribution of Teachers According to Gender
104
4.2
Distribution of Teachers According to Age
104
3.29
3.30
xiv
4.3
Distribution of Teachers According to Academic
Qualification
105
Distribution of Teachers According to Year of
Teaching Experience
106
Distribution of Teachers According to School
Location
106
4.6
Distribution of Teachers According to Zone
107
4.7
Distribution of Students According to Gender
108
4.8
Distribution of Students According to Stream of
Study
109
Distribution of Students According to School
Location
109
4.4
4.5
4.9
4.10
Distribution of Students According to the place of
the PMR
110
4.11
Distribution of Students According to Zone
111
4.12
Item Polarity (Teachers)
113
4.13
Item Fit Statistics based on Teachers’ Responses
115
4.14
Standardized Residual Variance (Teachers)
117
4.15
Separation Index and Reliability Index (Person &
Item) based on Teachers’ Responses
118
4.16
Item polarity (Students)
119
4.17
Item Fit Statistics based on Students’ Responses
120
4.18
Standardized Residual Variance (Students)
122
4.19
Separation Index and Reliability Index (Person &
Item) based on Teachers’ Responses
122
Summary of Separation Index and Reliability Index
of All Dimensions of School Climate Dimensions
based on Teachers’ Responses
124
Summary of Separation Index and Reliability Index
of All Dimensions of School Climate Factors based
on Students’ Responses
125
4.20
4.21
xv
4.22
Hierarchy of the Dominant Dimensions of School
Climate
139
4.23
Model Fit Statistics for Measurement Models
140
4.24
Summary of Mann-Whitney U Test to Compare the
Five-Dimension of School Climate for the Teachers
between School Locations
141
Summary of Mann-Whitney U-Test to Compare the
Five-Dimension of School Climate for the Students
between School Locations
143
Summary of Kruskal-Wallis Test to Compare the
Five-Dimension of School Climate for the Students
based on the Stream
144
4.25
4.26
4.27
Post Hoc Analysis Using Mann-Whitney U-Test to
test the Milieu Dimensionwith the Different Stream
of Study
xvi
146
LIST OF FIGURES
Page No.
Figure No.
2.1
The Four Dimensions of School Climate
15
4.1
Hypothesized four- dimension model of school
climate for teachers
127
Fit of the hypothesized four-dimension model of
school climate for teachers
128
Fit of the revised four-dimension model of school
climate for teachers
129
Fit of the hypothesized five-dimension model of
school climate for teachers
131
Fit of the revised five-dimension model of school
climate for teachers
132
Hypothesized four- dimension model of school
climate for students
133
Fit of the hypothesized four-dimension model of
school climate for students
134
Fit of the revised four-dimension model of school
climate for students
135
Hypothesized five- dimension model of school
climate for students
136
Fit of the hypothesized five-dimension model of
school climate students
137
Fit of the revised five-dimension model of school
climate for students
137
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11
xvii