ii
ABSTRACT
iv
APPROVAL PAGE
This thesis of Muhajir has been examined and approved by the following:
________________________ Muhamad Johdi Salleh
Supervisor
________________________ Noor Lide Abu Kassim
Co-Supervisor
________________________ Mohd Burhan Ibrahim
Internal Examiner
________________________ Rosseni Din
External Examiner
________________________ Radwan Jamal Yousef El-Atrash
v
DECLARATION
I hereby declare that this dissertation is the result of my own investigations, except
where otherwise stated. I also declare that it has not been previously or concurrently
submitted as a whole for any other degrees at IIUM or other institutions.
Muhajir
vi
INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA
DECLARATION OF COPYRIGHT AND AFFIRMATION
OF FAIR USE OF UNPUBLISHED RESEARCH
Copyright@2013 by International Islamic University Malaysia. All rights reserved.
DIMENSIONS OF SCHOOL CLIMATE
AT SEKOLAH MENENGAH KEBANGSAAN AGAMA (SMKA)
MALAYSIA
I hereby affirm that the International Islamic University Malaysia
(IIUM) hold all rights in the copyright of this work and henceforth and
reproduction or use in any form or by means whatsoever is prohibited
without the written consent of IIUM. No part of this unpublished
research may be reproduced, stored in a retrieval system, or transmitted,
in any form of by means, electronic, mechanical, photocopying,
recording or otherwise without prior written permission of the
copyright holder.
Affirmed by Muhajir
……….. ……….
vii
Dedicated to my beloved father and mother:
(Taslikhan & Yamani)
My wife
viii
ACKNOWLEDGEMENTS
In the name of Allah, Most Gracious and Most Merciful for the praise be to Allah the Almighty, Lord of the universe, for His Providence and Divine direction throughout our life. Peace and blessing upon His messenger Muhammad (S.A.W). Glory be to Allah with His help and guidance given by Him, I was able to complete this dissertation. I admit that, without the cooperation, guidance and the same time the culmination of the hard work from numerous others, this dissertation could not have been completed.
I would like to express my greatest gratitude and warm thanks to my main supervisor: Dr. Mohamad Johdi Salleh; my co-supervisor: Assoc. Prof. Dr. Noor Lide Abu Kassim; and my committee member: Prof. Dato’ Dr. Sidek Baba whose has guided me and given me suggestions throughout this research. A very special thank you to both of my thesis examiners: Dr. Mohd Burhan Ibrahim and Assoc. Prof. Dr. Rosseni Din for their constructive advice and thoughtful comments were really appreciated. My sincerely thank also to all the academic and administrative staff of the Institute of Education (INSTED), IIUM, who have provided me with help and assistance.
To my colleagues, especially; Dairabi Kamil, Kamal Badarshwi, Muslih Al-Khatanni, Ust Firman Maulana, Burhaniddeen Awaul, Shafeeq Husain, Ust Kamsari Sanuh and Ust Abdul Hakeem Mohd Ismail for their helps and supports.
ix
TABLE OF CONTENTS
Abstract……….. ii
Abstract in Arabic……….. iii
Approval Page……… iv
Declaration Page……… v
Copyright Page………... vi
Dedication……….. vii
Acknowledgements……… viii
List of Tables………..xiii
List of Figures……….xvii
CHAPTER 1: BACKGROUND OF STUDY. ……….. 1
Introduction. ……….. 1
Statement of the Problem………... 3
Purpose of the Study ………. 5
Objectives of the Study……….. 6
Research Questions……….6
Significance of the Study...………7
Delimitation of the Study………8
Definitions of Terms………... 9
Organization of the Study……….. 9
CHAPTER 2: LITERATURE REVIEW...……….11
Introduction. ……….. 11
The Theoretical Framework………14
Organizational Culture and Organizational Climate………...17
School Culture and School Climate………23
Historical Development of School Climate………..………28
The Conceptualization of School Climate………30
The Importance of Positive School Climate………35
The School Climate in the Islamic Perspective………38
The Tabulate Study Analysis Summary on School Climate………43
The Dimension of School Climate (Ecology, Milieu, Social System, and Culture………. 44
Implications on Tabulate Analysis of Literature Review………... 45
CHAPTER 3: RESEARCH METHODOLOGY……….. 64
Introduction…...………. 64
Research Design………. 64
Population of the Study……….. 65
Sample Size of the Study………... 66
Sampling Procedure………67
Instrument………71
Instrument for Students………72
Instrument for Teachers………76
x
Data Collection Procedure………... 80
Data Analysis………81
Pilot Study………82
Descriptive Analysis………82
Students……….82
Teachers……….83
Rasch Measurement Model Analysis………85
Rasch Analysis of All Dimensions of School Climate for
CHAPTER 4: DATA ANALYSIS AND PRESENTATION O THE RESULTS………... 108
Introduction…...………. 108
Section I: Demographic Background of Respondents………... 109
Teachers’ Demographic Background………. 109
Students’ Demographic Background………. 114
Section II: The Results of Rasch Analysis………. 117
The Rasch Analysis of Teachers’ Responses………. 117
Item Polarity based on Teachers’ Responses………. 118
Item Fit based on Teachers’ Responses………. 120
Person Fit based on Teachers’ Responses……….. 121
Unidimensionality for the Measured Construct on Teachers’ Responses………... 122
Item and Person Reliability Indices based on Teachers’ Responses………... 123
Rasch Analysis of Students’ Responses………. 124
Item Polarity based on Students’ Responses……….. 124
Item Fit based on Students’ Responses……….. 126
Person Fit based on Students’ Responses……….. 127
Unidimensionality for the Measured Construct based on Students’ Responses………... 128
Item and Person Reliability Indices based on Students’ Responses………... 129
xi
Section III (B): Reliability Index and Separation Index of School
Climate Dimensions based on Students’ Responses … 131 Section IV (A): The Measurement Model of School Climate for
Four-Dimension and Five-Four-Dimension of School Climate
based on Teachers’ Responses……… 132
Four-Dimension of School Climate Model for Teachers……….. 132
The Revised Four-Dimension of School Climate Model for Teachers……… 136
Five-Dimension of School Climate Model for Teachers……….. 137
The Revised Five-Dimension of School Climate Model for Teachers………. 138
Section IV (B): The Measurement Model of School Climate for Four-Dimension and Five-Four-Dimension of School Climate based on Students’ Responses ……… 140
Four-Dimension of School Climate Model for Students……….. 140
The Revised Four-Dimension of School Climate Model for Students………. 141
Five-Dimension of School Climate Model for Students………… 143
The Revised Five-Dimension of School Climate Model for Students………. 144
Section V: Comparison of Hierarchy of the Dominant Dimensions of School Climate and Model Fit Statistics for Measurement Models……….. 145
Section VI: The Result of the Mann-Whitney U-Test……….. 148
Section VII: The Result of the Kruskal-Wallis Test………. 151
Section VIII: Conclusion………... 154
CHAPTER 5: DISCUSSION OF FINDINGS, CONCLUSION AND RECOMMENDATION……….. 156
Introduction…...………. 156
Dimensionality of The Constructs………. 156
Discussion of Findings………... 157
To What Extant are the Items Productive for Measuring the Construct of School Climate as Perceived by Teachers and Students……….. 159
What is the Most Dominant Dimension as Perceived by Teachers and Students of SMKA Based on the Four-Dimension of School Climate?………. 159
What is the Most Dominant Dimension of the School Climate as Perceived by Teachers and Students of SMKA with the Inclusion of A New Dimension, i.e. Religiosity……… 162
Are There any Statistically Significant Differences Between Perceptions of Teachers and Students From Different School Locations on the Five-Dimension of School Climate……… 165
Are There any Statistically Significant Differences Among Students of Different Streams of Study on Their Perceptions of the Five-Dimension of School Climate ………. 167
Conclusion………. 169
xii
Recommendations……….. 171
For Educational Authority……….. 171
For the Principal and Teachers of SMKA……….. 171
For the Future Research………. 172
BIBLIOGRAPHY……….... 173
APPENDIX A: The Name and Address of SMKA in Malaysia……… 189
APPENDIX B: Person Fit based on Teachers’ Responses……… 191
APPENDIX C: Person Fit based on Students’ Responses……….... 194
APPENDIX D: The Person Measured for the Teachers and Students………….. 198
APPENDIX E: Questionnaire for the Teachers………. 242
APPENDIX F: Questionnaire for the Students……….. 248
APPENDIX G: Approval Letter from the Educational Planning and Research Division, Ministry of Education, Malaysia………... 255
APPENDIX H: Approval Letter from the State Education Department, Selangor……… 256
APPENDIX I: Approval Letter from the State Education Department, Pulau Pinang………. 257
APPENDIX J: Approval Letter from the State Education Department, Johor…. 258 APPENDIX K: Approval Letters from the Schools……… 259
APPENDIX L: Letter to Conduct Research in the State Education, Selangor... 261
APPENDIX M: Letter to Conduct Research in the State Education, Pulau Pinang……….. 262
APPENDIX N: Letter to Conduct Research in the State Education, Johor…….. 263
APPENDIX O: Letter to Conduct Research in the State Education, Terengganu...………... 264
xiii
LIST OF TABLES
Table No. Page No.
2.1 The Summary of School Climate Dimensions 14 2.2 Organizational Culture and Organizational Climate 22
2.3 School Culture and School Climate 26
2.4 Six Elements of the OCDQ 31
2.5 Seven Components of the OHI 33
2.6 Tabulate Analysis of Previous Studies on School Climate (Focus on Ecology, Milieu, Social System
& Culture) 42
3.1 The Population of Students &Teachers 65
3.2 The Zones in Peninsular Malaysia 66
3.3 Names of Selected States 67
3.4 Name of Selected Schools 68
3.5 The Stratum of Sample Size of Study 69 3.6 Items Representing the Dimensions of School
Climate in the Student Questionnaire 74 3.7 Items Representing the Dimensions of School
Climate in the Teacher Questionnaire 77
3.8 Students’ Demographic Information 82
3.9 Teachers Demographic Information 83
3.10 Item Statistics for Social System (Students) 86 3.11 Initial Item Statistics for Culture (Students) 87 3.12 Item Statistics for Culture (Students) after Deletion
of Misfitting Item 87
xiv
3.14 Item Statistics for Ecology (Students) after Deletion
of Misfitting Item 89
3.15 Initial Item Statistics for Milieu (Students) 89 3.16 Item Statistics for Milieu (Students) after Deletion
of Misfitting Item 90
3.17 Initial Item Statistics for Religiosity (Students) 91 3.18 Item Statistics for Religiosity (Students) after
Deletion of Misfitting Item
91
3.19 Initial Item Statistics for Social System (Teachers) 93 3.20 Item Statistics for Social System (Teachers) after
Deletion of Misfitting Item 93
3.21 Initial Item Statistics for Culture (Teachers) 94 3.22 Item Statistics for Culture (Teachers) after Deletion
of Misfitting Item 95
3.23 Initial Item Statistics for Milieu (Teachers) 95 3.24 Item Statistics for Milieu (Teachers) after Deletion
of Misfitting Item 96
3.25 Initial Item Statistics for Ecology (Teachers) 97 3.26 Item Statistics for Ecology (Teachers) after
Deletion of Misfitting Item 97
3.27 Initial Item Statistics for Religiosity (Teachers) 98 3.28 Item Statistics for Religiosity (Teachers) after
Deletion of Misfitting Item 99
3.29 Summary of the Five-Dimension of School Climate
Reliability for Students 100
3.30 Summary of the Five-Dimension of School Climate
Reliability for Teachers 101
xv
4.3 Distribution of Teachers According to Academic
Qualification 105
4.4 Distribution of Teachers According to Year of
Teaching Experience 106
4.5 Distribution of Teachers According to School
Location 106
4.6 Distribution of Teachers According to Zone 107 4.7 Distribution of Students According to Gender 108 4.8 Distribution of Students According to Stream of
Study 109
4.9 Distribution of Students According to School
Location 109
4.10 Distribution of Students According to the place of the PMR
110
4.11 Distribution of Students According to Zone 111
4.12 Item Polarity (Teachers) 113
4.13 Item Fit Statistics based on Teachers’ Responses 115 4.14 Standardized Residual Variance (Teachers) 117 4.15 Separation Index and Reliability Index (Person &
Item) based on Teachers’ Responses 118
4.16 Item polarity (Students) 119
4.17 Item Fit Statistics based on Students’ Responses 120 4.18 Standardized Residual Variance (Students) 122 4.19 Separation Index and Reliability Index (Person &
Item) based on Teachers’ Responses 122 4.20 Summary of Separation Index and Reliability Index
of All Dimensions of School Climate Dimensions
based on Teachers’ Responses 124
4.21 Summary of Separation Index and Reliability Index of All Dimensions of School Climate Factors based
xvi
4.22 Hierarchy of the Dominant Dimensions of School Climate
139
4.23 Model Fit Statistics for Measurement Models 140 4.24 Summary of Mann-Whitney U Test to Compare the
Five-Dimension of School Climate for the Teachers
between School Locations 141
4.25 Summary of Mann-Whitney U-Test to Compare the Five-Dimension of School Climate for the Students
between School Locations 143
4.26 Summary of Kruskal-Wallis Test to Compare the Five-Dimension of School Climate for the Students
based on the Stream 144
4.27 Post Hoc Analysis Using Mann-Whitney U-Test to test the Milieu Dimensionwith the Different Stream of Study
xvii
LIST OF FIGURES
Figure No. Page No.
2.1 The Four Dimensions of School Climate 15 4.1 Hypothesized four- dimension model of school
climate for teachers 127
4.2 Fit of the hypothesized four-dimension model of
school climate for teachers 128
4.3 Fit of the revised four-dimension model of school
climate for teachers 129
4.4 Fit of the hypothesized five-dimension model of
school climate for teachers 131
4.5 Fit of the revised five-dimension model of school
climate for teachers 132
4.6 Hypothesized four- dimension model of school
climate for students 133
4.7 Fit of the hypothesized four-dimension model of
school climate for students 134
4.8 Fit of the revised four-dimension model of school
climate for students 135
4.9 Hypothesized five- dimension model of school
climate for students 136
4.10 Fit of the hypothesized five-dimension model of
school climate students 137
4.11 Fit of the revised five-dimension model of school
