Student perceptions of school culture and achievement: Testing the invariance of a model

Abstract

Purpose - This study examined the generalizability of a previously validated model concerning how student perceptions of school culture affect student achievement. Design/methodology/approach - Third International Mathematics and Science Study (TIMSS) data were collected from 1,026 eighth-grade students in secondary schools on the island of Cyprus. The a priori proposed model concerning school culture and student achievement was tested using structural equation modeling techniques. Findings - The proposed model was determined to fit the data reasonably well. These results indicate that achievement scores can be explained by students' perceptions of the school's cultural environment. Originality/value - The theoretical and practical implications of the model concerning school culture and student achievement within the framework of educational management are discussed. © Emerald Group Publishing Limited.