Two competing higher-order models of psychological climate perceptions have been presented in the applied psychology literature: the general psychological climate model (PCg model; James & James, 1989) and the multiple stakeholder model (Burke, Borucki, & Hurley, 1992). Attempts to compare these competing hierarchical models of psychological climate have been limited by reliance on archival data and have been restricted to retail settings. Therefore, the purpose of the present study was to evaluate the relative fits of one first-order and two higher-order factor models of psychological climate in a primary data set collected from public school teachers. Climate survey responses from 310 elementary and secondary teachers were analyzed using maximum-likelihood confirmatory factory analysis. Based on fit indices and factor loading results, the present study found support for the hierarchical nature of teachers' psychological climate perceptions. Of particular importance, the present study found strongest support for a hierarchical model of psychological climate in which teachers cognitively appraise the extent to which their work environment impacts the well-being of both teachers and students. The theoretical and practical implications of these findings for the assessment and interpretation of psychological climate were discussed / acase@tulane.edu
| Identifer | oai:union.ndltd.org:TULANE/oai:http://digitallibrary.tulane.edu/:tulane_25339 |
| Date | January 1999 |
| Contributors | Vaslow, Joel Benjamin (Author), Burke, Michael J (Thesis advisor) |
| Publisher | Tulane University |
| Source Sets | Tulane University |
| Language | English |
| Detected Language | English |
| Rights | Access requires a license to the Dissertations and Theses (ProQuest) database., Copyright is in accordance with U.S. Copyright law |
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