Examining culture and performance at different middle school level structures

Abstract

PurposeThe purpose of this study is to propose and test a model of school culture and examine data from schools in Southern California to identify educationally important aspects of teacher‐perceived cultural variables and how these perceptions differentially impact school performance in K‐8 and middle school structures.Design/methodology/approachData were collected using a sample of 628 teachers from 59 schools (17 K‐8 schools and 42 middle schools) in five different schools districts in Southern California. The proposed model was tested using structural equation modeling techniques.FindingsThe proposed model was determined to fit the data well. The theoretical and practical implications of the model concerning culture and school performance within the framework of educational management and school configuration are discussed.Originality/valueThis paper identifies educationally important aspects of teacher‐perceived cultural variables and how they impact school performance, and also it discusses the theoretical and practical implications of the proposed model.