Teachers’ and principals’ perceptions of school climate: the role of principals’ leadership style in organizational quality

Abstract In this paper, we report on teachers’ and principals’ shared perceptions regarding beliefs, rules, trust, encouragement of new initiatives. Collectively, these are aspects leadership for learning (LFL) describing an overall climate in schools. We demonstrate how school differ across teachers principals within countries. Moreover, different associated with style. analyze data from 37 countries that participated the last cycle Teaching Learning International Survey (TALIS) 2018. To build measurement model, employ multigroup multilevel confirmatory factor analysis, whereas multivariate linear regression is used to inspect associations. Overall, their views climate. majority countries, stronger than teachers. further confirm perceptual differences between by separately studying relationships teacher perceived principal relevant variables. entire sample, find more strongly consistently This relationship particularly stable distributed leadership. styles weakly positively correlated too; however, association less pronounced individual The analyses conducted revealed rather instructional shapes More discussion presented need alignment organizational quality.