نقش تعدیل کننده اندازه مدرسه در رابطه فرهنگ مدرسه با پیشرفت تحصیلی دانش‌آموزان

Abstract The school culture is a linking agent that teachers, parents and managers need it to coordinate their local traditions and styles. The aim of this research Was to investigate the relationship between school culture and academic achievement of students by the moderating role of school size. The present study was conducted by correlation method. All the teachers in the Primary schools in Esfarayen constituted the population of this study (N = 605). The participants were 220 teachers (88 male, 132 female) who were chosen by the stratified random sampling. All of them completed the school culture questionnaire. The data were analyzed by multiple Regression and Johnson-Neyman technique. The results showed that among school culture components, merely the component of the colleagues’ relations was a significant predictor for educational achievement. Furthermore, the findings indicated that there was a significant and positive relationship between school achievement and colleagues’ relations in small schools, but it wasn’t the case for large schools. One of the components of educational achievement increase is paying attention to the school culture. Especially, in small schools this component plays an effective role in educational achievement in the elementary school children.