Abstract
School disciplinary climate influences student outcomes. As a result, examining differences in principals’ perceptions of disciplinary climate within and across countries and regions may shed some light on decreasing achievement gaps. The quantitative study examined how principals from different geographical locations perceive school disciplinary climate differently with a subset sample obtained from the Progress in International Reading Literacy Study (PIRLS) 2021 package. School disciplinary climate was measured using the School Discipline and Safety subscale from the School Questionnaire. Results suggested that there existed statistically significant differences in the difficulty ordering of school disciplinary climate across regions, and these differences were more pronounced between the two continents.
Recommended Citation
Zhang, Sijia
(2023)
"A cross-cultural comparison of school disciplinary climate between Asia and North America using a large-scale international dataset and Rasch measurement theory,"
Journal of Organizational & Educational Leadership: Vol. 9:
Iss.
1, Article 1.
Available at:
https://digitalcommons.gardner-webb.edu/joel/vol9/iss1/1