Škola kao sredina podsticajna za učenje — instrument i percepcije nastavnika

Abstract

Educational research is often focused on examining the factors that influence student achievement. Teaching quality is the most important among these variables, but it is postulated that many school constructs are also relevant for student outcomes. One of them – school as a learning environment – is the focus of this paper. The aim of the research was to develop, test and describe scales that measure school as a learning environment, as well as to use these scales to assess teachers’ perceptions about their school as a learning environment. The following scales were examined: Interpersonal relationships and social climate in school; Innovation, vision and school development; Organization of school work; Learning as a value in school; and School leadership. The sample included 2401 teachers from 125 schools whose perceptions were assessed through a questionnaire. The results of the Principal Component Analysis (PCA) showed that the data support the existence of three instead of five scales, i.e. that the scale Innovation, vision and school development is not adequate, and that the scales Organization of school work and School leadership represent one scale in the eyes of the teachers. The reliability of the scales obtained from PCA is satisfactory. Teachers in Serbia are very satisfied with the variables that describe school as a learning environment, although there is room for improvement of interpersonal relationships and employee motivation.