Measuring the professional learning environment of schools: Linkages to school effectiveness and effects |
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| Institution: | 1. Department of Urban and Regional Planning, University of Lagos, Nigeria;2. Department of Urban and Regional Planning, Obafemi Awolowo University, Ile Ife, Nigeria;1. Fluid Dynamics & Solid Mechanics Group, Theoretical Division, Los Alamos National Laboratory, Los Alamos, NM 87545, USA;2. Lagrangian Codes, Computational Physics Division, Los Alamos National Laboratory, Los Alamos, NM 87545, USA;3. High Explosives Science and Technology, Explosive Science & Shock Physics Division, Los Alamos National Laboratory, Los Alamos, NM 87545, USA |
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| Abstract: | This study is a conceptual and empirical extension of a variety of recent investigations that have attempted to establish linkages between and syntheses among school environment characteristics and school effectiveness. Of particular interest was the extent to which the adult professional learning environment characteristics of schools can be conceptualized, operationalized, and linked to multiple indices of school effectiveness. The development and construct validation of a measure of teachers' perceptions of structural and cultural factors enhancing their learning in the school environment is described for a large sample of teachers in elementary, middle, and secondary schools. Implications for future research and theory development on school level environments are discussed. |
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