This article discusses the effect of clustering on statistical tests conducted with school environment data. Because most school environment studies involve the collection of data from teachers nested within schools, the hierarchical nature to these data cannot be ignored. In particular, this article considers the influence of intraschool correlations on tests of statistical significance conducted with the individual teacher as the unit of analysis. Theory that adjusts t test scores for nested data in two-group comparisons is presented and applied to school environment data. This article demonstrates that Type I error rates inflate greatly as the intraschool correlation increases. Because data analysis techniques that recognise the clustering of teachers in schools are essential, it is recommended that either multilevel analysis or adjustments to statistical parameters be undertaken in school environment studies involving nested data.

Statistical tests conducted with school environment data: The effect of teachers being clustered in schools

For almost a decade the OCDQ has proven to be one of the most “popular” instruments in research in educational administration. Developed by Halpin and Croft, the instrument claims to measure eight dimensions of a school's organizational climate. Such scores are then used to classify the school according to which one of six climate categories it belongs. Increasingly, the OCDQ is being subjected to closer scrutiny. Currently in the U.S.A. intense validation studies are in progress. This article reports on a similar study conducted in a sample of 72 primary schools in South Australia. Data from 727 respondents are analysed to produce a four factor solution. The factors are identified as supportiveness, operations emphasis, intimacy and disaffiliation.

The OCDQ: A Four Factor Solution for Australian Schools?

The usefulness of teacher perceptual data in school environment research is illustrated by a study of Catholic and Government schools in Queensland Australia. A new 57 item instrument was developed to assess the seven dimensions of mission consensus, empowerment, student support, affiliation, professional interest, resource adequacy and work pressure. Comparisons of environment in Catholic non‐order (co‐educational), Catholic girls’, Catholic boys’ and Government co‐educational schools revealed statistically significant differences on three scales, namely empowerment, student support and mission consensus. Catholic non‐order and Catholic girls’ schools had more positive environments than Government schools. In the Catholic schools teachers of religion perceived their school environment to have higher empowerment and resource adequacy compared with teachers of science. A comparison of male and female teacher perceptions of their school environment revealed no statistically significant differences.

Use of Teacher Perceptions in School Environment Research.

The purpose of the study was to examine the relationship between school innovativeness-the tendency of a school to adopt innovations before other schools—and organizational climate-often referred to as school “tone”, “feel”, “atmosphere” or “climate”. Innovativeness in schools was measured by a combination of (i) initial rating by the Director of Primary Education; (ii) rating by a panel of headmasters and inspectors; (iii) completion of an “adoption scale” by participating headmasters indicating what innovations had been adopted (and when) in their schools during their respective terms of office; (iv) completion of a “change behaviour” instrument by teachers and (v) the completion of an adjectival check list by teachers.Preliminary analysis of these data enabled a clear demarcation to be made between nine more innovative schools and ten less innovative schools. Organizational climate was measured by the Organizational Climate Description Questionnaire (OCDQ). This instrument measures four dimensions of c...

The Innovative School: Some Organizational Characteristics

Purpose – The purpose of this paper is to identify the key individuals, associations and significant events contributing to the establishment and first 50 years of successful publication of the Journal of Educational AdministrationDesign/methodology/approach – This paper is historical in design Information relevant to its 50 years of publication has been obtained from the JEA's 172 Editorials and from minutes of Editorial Advisory Board and Management Committee meetings, supplemented by personal editorial memorandaFindings – Recognised as one of the leading generalist international journals in its field, the Journal of Educational Administration has until recently been edited in Australia The most eminent international scholars in the field have published in the JEA throughout its lifetime Esteemed scholars have also occupied positions on its Editorial Board The JEA has enjoyed close and supportive associations with several prominent professional organisations including UCEA and CCEAResearch limita

Succeed or else!: Reflections on the 50th anniversary of the Journal of Educational Administration

In his article “The Management of Schools in Ncw South Wales (1848–1886): Local Initiative Suppressed”, E. J. Payne has argued that “The distinctly centralised pattern of educational administration did not evolve but was deliberately imposed, acceded to, and perpetuated, by reasonable people with varied motives, but their compromise was such that it has restricted the exercise of local initiative and the development of local institutions”. The purpose of the present article is to understand Wilkins and his employers' administrative problems and decisions rather than to judge them. The complexity of the historical situation in which they found themselves, the range of their possible decisions, and their day to day dealings with teachers and Local Boards as contained in archival records form the basis of the story told. This is mainly a story of the failure of many of the Local Boards to fulfil their responsibilities and the assessment by the Central administrators of the circumstances of their educational enterprise in country areas. To illustrate the financial, administrative, and geographical problems facing both the central and the local Boards a case study which is both typical and a‐typical of Local Patron performance is presented.

The Management of Schools in New South Wales 1848–1880: Local Initiative Suppressed?

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The Management of Schools in New South Wales 1848–1880: Local Initiative Suppressed?