Learning Environments Research

, Volume 9, Issue 2, pp 111–122 | Cite as

Student achievement and elementary teachers’ perceptions of school climate

  • Bruce Johnson
  • Joseph J. Stevens
Original Paper


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.


School climate School-Level Environment Questionnaire (SLEQ) Structural equation modelling Student achievement Teacher perceptions 


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Copyright information

© Springer Science+Business Media B.V. 2006

Authors and Affiliations

  1. 1.University of ArizonaTucsonUSA
  2. 2.College of EducationUniversity of OregonEugeneUSA

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