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.