University of Mohaghegh Ardabili Journal of School Psychology 22520821 10 4 2022 01 21 Psychometric properties of school climate scale among secondary school students Psychometric properties of school climate scale among secondary school students 59 72 1461 10.22098/jsp.2022.1461 FA Ali Rezaeisharif Associate Professor; Department of Counseling, University of Mohaghegh Ardabili, Ardabil, Iran Ghafar Karimianpour PhD in Educational Management; Young and Elite Researchers Club, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran Husein Taqavi Assistant Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili , Ardabil, Iran Mansour Amini PhD in Translation Studies; School of Languages, Literacies and Translation, Universiti Sains Malaysia, Penang, Malaysia Faranak Alafasghari M.A. in Clinical Psychology, Geshm Branch, Islamic Azad University, Geshm, Iran Journal Article 2022 01 23 Objective: School climate reflects students' collective perceptions of the environment and the way they interact with each other at school. The purpose of this study was to determine the validity and reliability of the Persian version of the School Climate Questionnaire. Methods: Overall, 390 high school students from Sallas Babajani in Iran were selected using cluster random sampling to complete the translated questionnaire. Back translation method was used for the accuracy of the translated version of the questionnaire to Persian. To determine the construct validity of the Persian version of school climate questionnaire, a confirmatory factor analysis based on the structural equation model was processed. The internal consistency of the instrument was determined using Cronbach's alpha coefficient and test-retest design. Results: The results showed that confirmatory factor analysis of the first order and the desirability of all fit indices with Cronbach's alpha coefficients (α = 0.95) supported the four-factor structure, the 31 items of the main questionnaire, and confirmed their validity and reliability. Conclusion: It could be concluded that considering the reliability, validity, and the required time to complete the questionnaire and scoring, the school climate questionnaire is a suitable tool for measuring the school climate among students. Therefore, it can be used as a tool for researchers, educators, and counselors to identify the school climate and improve school performance. Objective: School climate reflects students' collective perceptions of the environment and the way they interact with each other at school. The purpose of this study was to determine the validity and reliability of the Persian version of the School Climate Questionnaire. Methods: Overall, 390 high school students from Sallas Babajani in Iran were selected using cluster random sampling to complete the translated questionnaire. Back translation method was used for the accuracy of the translated version of the questionnaire to Persian. To determine the construct validity of the Persian version of school climate questionnaire, a confirmatory factor analysis based on the structural equation model was processed. The internal consistency of the instrument was determined using Cronbach's alpha coefficient and test-retest design. Results: The results showed that confirmatory factor analysis of the first order and the desirability of all fit indices with Cronbach's alpha coefficients (α = 0.95) supported the four-factor structure, the 31 items of the main questionnaire, and confirmed their validity and reliability. Conclusion: It could be concluded that considering the reliability, validity, and the required time to complete the questionnaire and scoring, the school climate questionnaire is a suitable tool for measuring the school climate among students. Therefore, it can be used as a tool for researchers, educators, and counselors to identify the school climate and improve school performance.

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