Abstract:

The study investigated the psychometric properties of the Turkish version of the Parent School Climate Survey. The survey was developed by Haynes, Emmons and Comer (1994) to measure the school adaptation and the quality of student-adult relationship. The scale consists of eight sub-dimensions: academic focus, achievement motivation, attention and sensitivity of school director, collaborative decision-making, parent participation, school building, school-community relationship, and student-teacher relationship. The data were collected from 276 parents (194F, 82M) whose children were receiving education at different grades (elementary school: 134, secondary school: 116, high school: 21). The Parent School Climate Survey and an information sheet were applied to the participants. A confirmatory factor analysis was conducted and Cronbach’s alpha coefficients were calculated to test the scale’s factor structure and internal consistency estimate of reliability. The confirmatory factor analysis showed that fit statistics for the eight-factor model with 41 items were acceptable according to the fit indices. Cronbach’s alpha coefficient was .91. The results indicated that this Turkish form of the scale had an eight-factor structure with adequate internal consistency. A multivariate analysis of variance (MANOVA) was conducted to find out whether the scores on the Parent School Climate Survey differed significantly according to the gender variable. MANOVA results showed a statistically significant difference between the groups. Male parents scored significantly higher than female parents did on the Parent School Climate Survey. The results confirmed the Turkish version of the Parent School Climate Survey as a valid and reliable scale with an eight-factor structure. 

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