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The Georgia School Personnel Survey of school climate: validity evidence from a sample of Portuguese teachers and support staff

2025Artigo científico Acesso aberto
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dc.contributor.authorMendes, Sofia Abreu
dc.contributor.authorSinval, Jorge
dc.contributor.authorCadime, Irene
dc.contributor.authorRodrigues, Bruna
dc.contributor.authorInman, Richard
dc.contributor.authorNeves‐McCain, Jesslynn Rocha
dc.contributor.authorLa Salle‐Finley, Tamika Patrice
dc.date.accessioned2025-04-03T14:15:18Z
dc.date.available2025-04-03T14:15:18Z
dc.date.issued2025
dc.description© 2025 The Author(s). British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.pt_PT
dc.description.abstractThis study focuses on the adaptation of the Georgia School Personnel Survey (GSPS) to assess perceptions of school climate among Portuguese educational professionals, including teachers and support staff. Data from two samples (n1 = 1965; n2 = 2884) were analysed in the study. Through confirmatory factor analysis, the survey's structure was validated, revealing a second-order factor composed of six first-order dimensions. The adapted version of the GSPS exhibited high internal consistency, affirming its stability across diverse occupational and gender groups. The instrument revealed measurement invariance, ensuring its appropriateness for comparative analysis across different demographic groups. The validity evidence of the GSPS was rigorously tested through its relationships with related constructs. It demonstrated large positive correlations with job satisfaction and work engagement, and a large negative correlation with burnout, highlighting its role within the nomological network of constructs related to school climate. The results support the use of GSPS as a tool for assessing school climate within Portuguese school settings, providing key insights for school improvement initiatives. The study underscores the importance of accurate measurement of school climate to enhance the understanding of its impact on school personnel. By providing a tool with strong validity evidence, this research contributes to the ongoing efforts to improve school environments, which is fundamental for fostering staff well-being and enhancing institutional effectiveness.pt_PT
dc.description.sponsorshipCIPD is funded by the FCT (Foundation for Science and Technology) under project reference UIDB/04375/2020 and DOI identifier 10.54499/UIDB/04375/2020. This work was produced with resources from both Stratus and Deucalion supercomputer, under the computational project approved by FCT I.P. with Advanced Computing Project 2024.10162.CPCA.A0 — https://sciproj.ptcris.pt/20244610162466780676546650PCA. The third author was supported by FCT under grants CEECINST/00018/2021/CP2806/CT0020 and UIDB/CED/00317/2020.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationBr Educ Res J. 2025;00:1–24pt_PT
dc.identifier.doi10.1002/berj.4170pt_PT
dc.identifier.eissn1469-3518
dc.identifier.issn0141-1926
dc.identifier.urihttp://hdl.handle.net/10400.5/99983
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherJohn Wiley & Sons, Inc.pt_PT
dc.relationUIDB/CED/00317/2020pt_PT
dc.relation.publisherversionhttps://bera-journals.onlinelibrary.wiley.com/journal/14693518pt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectGeorgia School Personnel Survey (GSPS)pt_PT
dc.subjectSchool climatept_PT
dc.subjectSchool personnelpt_PT
dc.subjectValidity evidencept_PT
dc.titleThe Georgia School Personnel Survey of school climate: validity evidence from a sample of Portuguese teachers and support staffpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/Concurso de avaliação no âmbito do Programa Plurianual de Financiamento de Unidades de I&D (2017%2F2018) - Financiamento Base/UIDB%2F04375%2F2020/PT
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/FCT_CPCA_2024_01/2024.10162.CPCA.A0/PT
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/CEEC INST 2ed/CEECINST%2F00018%2F2021%2FCP2806%2FCT0020/PT
oaire.citation.titleBritish Educational Research Journalpt_PT
oaire.fundingStreamConcurso de avaliação no âmbito do Programa Plurianual de Financiamento de Unidades de I&D (2017/2018) - Financiamento Base
oaire.fundingStreamFCT_CPCA_2024_01
oaire.fundingStreamCEEC INST 2ed
person.familyNamePereira Sinval
person.givenNameJorge Fernando
person.identifierK-4431-2013
person.identifier.ciencia-idFE1D-5D0A-AC8B
person.identifier.orcid0000-0002-2855-1360
person.identifier.scopus-author-id57200328070
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
project.funder.nameFundação para a Ciência e a Tecnologia
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
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relation.isAuthorOfPublication.latestForDiscovery707144b0-47f1-42e2-b7c0-72a493ebfb19
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