Student achievement and elementary teachers' perceptions of school climate

Bruce Johnson, Joseph J. Stevens

Research output: Contribution to journalArticlepeer-review

62 Scopus citations


Teachers' perceptions of school climate in 59 elementary schools were assessed using a modified version of the School-Level Environment Questionnaire (SLEQ). Using structural equation modelling, a statistically significant, positive relationship was found between school mean teachers' perceptions of school climate and school mean student achievement. A second model showed that school and community context variables mediated that relationship. In schools in high socioeconomic status (SES) communities, the influence of school climate on student achievement was stronger than it was for schools in lower SES communities. Recommendations for further examination of the relationships are also made.

Original languageEnglish (US)
Pages (from-to)111-122
Number of pages12
JournalLearning Environments Research
Issue number2
StatePublished - Jul 2006


  • School climate
  • School-level environment questionnaire (SLEQ)
  • Structural equation modelling
  • Student achievement
  • Teacher perceptions

ASJC Scopus subject areas

  • Education
  • Communication
  • Developmental and Educational Psychology


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