Page 230 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
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ear ly school leaving: contempor ary european perspectives
for other student, teacher and school characteristics. Mikk et al. (2015) re-
vealed that the strongest (and a positive) correlation between teacher-stu-
dent relations and student achievement exists at the school level, followed
by correlation at the student level. At the country level, a negative correla-
tion was found, a phenomenon also called ecological fallacy due to the dif-
ferent contexts in which students’ perceptions of teacher-student relations
are developed. For Canada, Konishi et al. (2010) additionally discovered
that, for boys, teacher-student connectedness acts as a buffer against the ef-
fects of bullying on their mathematics and reading achievement.
Disciplinary climate was found in PISA to be related to higher average
performance at the school level. Although it can be recognised that schools
with a more negative disciplinary climate tend to have a largely disadvan-
taged student population, have greater socio-economic diversity among
students, and suffer from more teacher shortages, the data also show that
even when comparing schools of similar SES students in schools with more
disciplinary problems tend to perform worse than their peers in schools
with a better disciplinary climate (OECD, 2013b).
In their analysis of the TIMSS 2007 and TIMSS Advanced 2008 data
for Slovenia, Kozina, Rožman, Vršnik Perše and Rutar Leban (2012) showed
that in secondary school all types of evaluations of the school climate (per-
formed by principals, teachers and students) are significant predictors of
mathematics and science achievement. The evaluation performed by the
principals showed to be the strongest predictor, followed by the evaluation
by the teachers and last that by the students. They found that the predic-
tive power of school climate seems to increase from the elementary to sec-
ondary school level. The results also showed that a positive school climate
correlates with higher student achievement in both elementary and sec-
ondary schools when evaluated by teachers and principals, and with low
student achievement when evaluated by the students of secondary and el-
ementary schools (possibly because teachers high expectations regarding
students’ achievement were one of the characteristics of a positive school
climate in the study). The finding that school climate as perceived by the
school principals is the most influential factor on the achievement of stu-
dents was also made by Ghagar, Othman and Mohammadpour (2011) for
Singapore and Malaysia. The authors performed school-level analyses on
TIMSS 2003 data.
Mistele and Louis (2011) built a path model on TIMSS 2007 data to un-
derstand the impact the teacher-student relationship may have on student
230
for other student, teacher and school characteristics. Mikk et al. (2015) re-
vealed that the strongest (and a positive) correlation between teacher-stu-
dent relations and student achievement exists at the school level, followed
by correlation at the student level. At the country level, a negative correla-
tion was found, a phenomenon also called ecological fallacy due to the dif-
ferent contexts in which students’ perceptions of teacher-student relations
are developed. For Canada, Konishi et al. (2010) additionally discovered
that, for boys, teacher-student connectedness acts as a buffer against the ef-
fects of bullying on their mathematics and reading achievement.
Disciplinary climate was found in PISA to be related to higher average
performance at the school level. Although it can be recognised that schools
with a more negative disciplinary climate tend to have a largely disadvan-
taged student population, have greater socio-economic diversity among
students, and suffer from more teacher shortages, the data also show that
even when comparing schools of similar SES students in schools with more
disciplinary problems tend to perform worse than their peers in schools
with a better disciplinary climate (OECD, 2013b).
In their analysis of the TIMSS 2007 and TIMSS Advanced 2008 data
for Slovenia, Kozina, Rožman, Vršnik Perše and Rutar Leban (2012) showed
that in secondary school all types of evaluations of the school climate (per-
formed by principals, teachers and students) are significant predictors of
mathematics and science achievement. The evaluation performed by the
principals showed to be the strongest predictor, followed by the evaluation
by the teachers and last that by the students. They found that the predic-
tive power of school climate seems to increase from the elementary to sec-
ondary school level. The results also showed that a positive school climate
correlates with higher student achievement in both elementary and sec-
ondary schools when evaluated by teachers and principals, and with low
student achievement when evaluated by the students of secondary and el-
ementary schools (possibly because teachers high expectations regarding
students’ achievement were one of the characteristics of a positive school
climate in the study). The finding that school climate as perceived by the
school principals is the most influential factor on the achievement of stu-
dents was also made by Ghagar, Othman and Mohammadpour (2011) for
Singapore and Malaysia. The authors performed school-level analyses on
TIMSS 2003 data.
Mistele and Louis (2011) built a path model on TIMSS 2007 data to un-
derstand the impact the teacher-student relationship may have on student
230
