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

被引：8

作者：

Duff, Megan ^{[1
]}

Bowers, Alex J. ^{[1
]}

机构：

[1] Columbia Univ, Teachers Coll, New York, NY 10027 USA

来源：

LEADERSHIP AND POLICY IN SCHOOLS | 2022年 / 21卷 / 04期

关键词：

IMPROVEMENT; PRINCIPALS;

D O I：

10.1080/15700763.2020.1854789

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：791 / 815

页数：25

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