Identifying a Typology of New York City Schools through Teacher Perceptions of Organizational Capacity: A Latent Class Analysis

Autor/inn/en	Duff, Megan; Bowers, Alex J.
Titel	Identifying a Typology of New York City Schools through Teacher Perceptions of Organizational Capacity: A Latent Class Analysis
Quelle	In: Leadership and Policy in Schools, 21 (2022) 4, S.791-815 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Duff, Megan) ORCID (Bowers, Alex J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2020.1854789
Schlagwörter	School Organization; Teacher Attitudes; Institutional Characteristics; Student Characteristics; Outcomes of Education; Elementary School Teachers; Middle School Teachers; Leadership; Teacher Collaboration; Trust (Psychology); Educational Environment; Family School Relationship; Classification; New York (New York) + Suchen Sie Ihr Suchwort? School organisation; Schulorganisation; Lehrerverhalten; Lernleistung; Schulerfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Führung; Führungsposition; Lehrerkooperation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Classification system; Klassifikation; Klassifikationssystem
Abstract	The purpose of this study is to identify a typology of school organizational capacities using teachers' perceptions of school organizational context. Employing a sample of New York City schools serving students in grades 3-8 (n = 1,289), we perform a 3-step latent class analysis (LCA). We identify six subgroups of schools: "versatile (31%)," "demoralized (19%)," "developing (15%)," "collaborative, (13%)," "responsive (11%)," and "controlled (11%)." These subgroups are associated with school and student characteristics. Controlling for these characteristics, teacher perceptions of school context are also associated with student outcomes. This typology has policy implications for those seeking to differentiate school supports. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01