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The impact of school culture, teacher job satisfaction, and student attendance rates on academic achievement of middle school students.

机译：学校文化，教师工作满意度和学生出勤率对中学生学术成就的影响。

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This quantitative study focused on 760 Kentucky middle school teachers in 28 school districts across the state of Kentucky. The Pearson r was used to determine the relationship among the following variables identified in the study: (a) school culture as measured by the School Culture Triage Survey combined scores, (b) job satisfaction of teachers as measured by the Minnesota Job Satisfaction Questionnaire (MSQ) scores, (c) student achievement scores as measured by the Commonwealth Assessment Testing Score (CATS) accountability index for each school, and (d) student attendance rates. This study utilized correlation analysis to answer questions one through six and multiple regression to answer the seventh research question. The research questions were (a) Is there a relationship between School Culture Triage Survey scores and Minnesota Satisfaction Questionnaire-Short Form scores? (b) Is there a relationship between School Culture Triage Survey scores and Commonwealth Accountability Testing scores? (c) Is there a relationship between the Minnesota Satisfaction Questionnaire-Short Form scores and the Commonwealth Accountability Testing scores? (d) Is there a relationship between attendance and Commonwealth Accountability Testing scores? (e) Is there a relationship between School Culture Triage Survey scores and attendance rates? and (f) Is there a relationship between Minnesota Satisfaction Questionnaire-Short Form scores and attendance? The results of the Pearson r showed that there was a positive correlation between the SCTS and MSQ scores, the variables of the School Culture Triage Survey scores and the Commonwealth Accountability Testing scores, as well as, a positive relationship between attendance and CATS. No other positive correlations were found. Notably, in Model 1 of a multiple regression analysis, School Culture Triage Scores were a significant predictor of CATS scores. However, once attendance and teacher job satisfaction scores were added in Model 2 of the regression analysis, the researcher determined that the relationship between School Culture Triage Scores and CATS were spurious at best. The only variable which maintained a significant positive relationship was attendance. The present study seeks to contribute to the field and address gaps in the literature at the middle school level. Teacher job satisfaction was not a significant predictor of student achievement.
机译：这项定量研究的重点是肯塔基州28个学区的760名肯塔基中学教师。皮尔森r用来确定研究中确定的以下变量之间的关系：（a）通过学校文化分类调查综合得分来衡量的学校文化，（b）通过明尼苏达州工作满意度调查表来衡量教师的工作满意度（ MSQ）分数；（c）通过每所学校的联邦评估考试分数（CATS）责任指数衡量的学生成绩分数；以及（d）学生出勤率。这项研究利用相关分析来回答一到六个问题，并使用多元回归来回答第七个研究问题。研究的问题是：（a）学校文化分类调查得分与明尼苏达州满意度问卷-简短表格得分之间是否存在关系？ （b）学校文化分类调查分数与英联邦责任测试分数之间是否有关系？ （c）明尼苏达州满意度问卷-简表分数与英联邦责任测试分数之间是否存在关系？ （d）出勤率与英联邦责任测试分数之间有关系吗？ （e）学校文化分类调查分数与出勤率之间是否有关系？ （f）明尼苏达州满意度问卷-简式分数与出勤率之间是否有关系？ Pearson r的结果表明，SCTS和MSQ得分，学校文化分类调查得分和英联邦问责制测试得分之间存在正相关，并且出勤率和CATS之间存在正相关。没有发现其他正相关。值得注意的是，在多元回归分析的模型1中，学校文化分类得分是CATS得分的重要预测指标。但是，一旦在回归分析的模型2中增加了出勤率和教师工作满意度得分，研究人员就确定学校文化分类得分和CATS之间的关系充其量是虚假的。保持显着正相关的唯一变量是出勤率。本研究旨在为这一领域做出贡献，并解决中学阶段文学中的空白。教师的工作满意度并不是学生成绩的重要指标。

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    Diane Hatchett;

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