Please use this identifier to cite or link to this item: http://hdl.handle.net/10071/34073
Author(s): Mendes, S. A.
Sinval, J.
Cadime, I.
Rodrigues, B.
Inman, R.
Neves‐McCain, J. R.
La Salle‐Finley, T. P.
Date: 2025
Title: The Georgia School Personnel Survey of school climate: Validity evidence from a sample of Portuguese teachers and support staff
Journal title: British Educational Research Journal
Volume: N/A
Reference: Mendes, S. A., Sinval, J., Cadime, I., Rodrigues, B., Inman, R., Neves‐McCain, J. R., & La Salle‐Finley, T. P. (2025). The Georgia School Personnel Survey of school climate: Validity evidence from a sample of Portuguese teachers and support staff. British Educational Research Journal. https://doi.org/10.1002/berj.4170
ISSN: 0141-1926
DOI (Digital Object Identifier): 10.1002/berj.4170
Keywords: Georgia School Personnel Survey (GSPS)
School climate
School personnel
Validity evidence
Abstract: This study focuses on the adaptation of the Georgia School Personnel Survey (GSPS) to assess perceptions of school climate among Portuguese educational professionals, including teachers and support staff. Data from two samples (n1 = 1965; n2 = 2884) were analysed in the study. Through confirmatory factor analysis, the survey's structure was validated, revealing a second-order factor composed of six first-order dimensions. The adapted version of the GSPS exhibited high internal consistency, affirming its stability across diverse occupational and gender groups. The instrument revealed measurement invariance, ensuring its appropriateness for comparative analysis across different demographic groups. The validity evidence of the GSPS was rigorously tested through its relationships with related constructs. It demonstrated large positive correlations with job satisfaction and work engagement, and a large negative correlation with burnout, highlighting its role within the nomological network of constructs related to school climate. The results support the use of GSPS as a tool for assessing school climate within Portuguese school settings, providing key insights for school improvement initiatives. The study underscores the importance of accurate measurement of school climate to enhance the understanding of its impact on school personnel. By providing a tool with strong validity evidence, this research contributes to the ongoing efforts to improve school environments, which is fundamental for fostering staff well-being and enhancing institutional effectiveness.
Peerreviewed: yes
Access type: Open Access
Appears in Collections:BRU-RI - Artigos em revistas científicas internacionais com arbitragem científica

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