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Secondary pupils' perceptions of school climate in Singapore
Author
Koh, Boon Long
Supervisor
Chew, Joy Oon Ai
Abstract
This study is a survey of the pupils' perceptions of their school climate. The study compared the school climate of the different types of secondary schools in Singapore. A total of 2599 Secondary Three pupils from twelve schools were surveyed. A 49-item self-constructed questionnaire was used. School Climate as defined in this study comprised four climate variables as perceived by the pupils. These were the Task Orientation, Teachers' Factor, Principal's Factor, and Tone and Peer Relationships.
The findings in this study show that there were statistically significant differences in pupils' perceptions of their school climate between different types of schools. In particular, this study reveals that there were significant differences in the school climate between mission and government schools, between single-sex and co-educational schools, between girls' and boys' schools, and between small and large schools in the pupils' perceptions of their school climate.
In the comparisons between subgroups within schools, there were no statistically significant differences between girls' and boys' perceptions of their school climate in all the co-educational schools surveyed. Generally, no statistically significant difference was found between Normal and Express stream pupils' perceptions in government schools. However, in most mission schools, there were statistically significant differences between the two streams. The Express pupils in mission schools showed more positive perceptions of their school climate than the Normal stream pupils.
One important finding is that generally, all schools scored highly in the Task Orientation subscale. This means that the expectation on the pupils to do well in studies is widespread in Singapore. The study also reveals that while there was no statistically significant difference between schools in the Teachers' Factor Subscale, statistically significant differences existed in the Principal's Factor subscale. Pupils in missson schools and pupils in smaller schools perceived their principals more positively than pupils in government schools which are large or medium size. Generally, pupils in single-sex schools (particularly, the girls' schools) perceived their principals more positively than pupils in co-educational schools.
The findings in this study show that there were statistically significant differences in pupils' perceptions of their school climate between different types of schools. In particular, this study reveals that there were significant differences in the school climate between mission and government schools, between single-sex and co-educational schools, between girls' and boys' schools, and between small and large schools in the pupils' perceptions of their school climate.
In the comparisons between subgroups within schools, there were no statistically significant differences between girls' and boys' perceptions of their school climate in all the co-educational schools surveyed. Generally, no statistically significant difference was found between Normal and Express stream pupils' perceptions in government schools. However, in most mission schools, there were statistically significant differences between the two streams. The Express pupils in mission schools showed more positive perceptions of their school climate than the Normal stream pupils.
One important finding is that generally, all schools scored highly in the Task Orientation subscale. This means that the expectation on the pupils to do well in studies is widespread in Singapore. The study also reveals that while there was no statistically significant difference between schools in the Teachers' Factor Subscale, statistically significant differences existed in the Principal's Factor subscale. Pupils in missson schools and pupils in smaller schools perceived their principals more positively than pupils in government schools which are large or medium size. Generally, pupils in single-sex schools (particularly, the girls' schools) perceived their principals more positively than pupils in co-educational schools.
Date Issued
1994
Call Number
LC210.8.S55 Koh
Date Submitted
1994