ERIC Number: EJ1370223
Record Type: Journal
Publication Date: 2022
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1570-0763
EISSN: EISSN-1744-5043
Identifying a Typology of New York City Schools through Teacher Perceptions of Organizational Capacity: A Latent Class Analysis
Leadership and Policy in Schools, v21 n4 p791-815 2022
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.
Descriptors: 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
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Grant or Contract Numbers: N/A