Adaptation and validation of the school climate measure among Polish-speaking adolescents

Research objectives (aims) and problem(s): The main objective of the present study was to assess the performance of a Polish adaptation of the School Climate Measure (SCM) among a sample of Polish adolescents (N = 451). Research methods: Reliability analyses, confirmatory factor analysis, sex and cultural measurement invariance analyses, as well as convergent and discriminant validity analyses were performed using the adapted 10-domain version of the SCM. Process of argumentation: The School Climate Measure (SCM; Zullig et al., 2015) was developed to assess middle and high school students’ subjective perceptions of their school climate. Research findings and their impact on the development of educational sciences: The 10-factor model demonstrated acceptable fit: χ²(774) = 1428.73, p < .001, RMSEA = .052, 95% CI [.048, .056], CFI = .944, TLI = .938, SRMR = .053. We also achieved strict sex measurement invariance, allowing for valid comparisons between male and female students in Poland. However, comparisons with American samples should be made with caution, as only weak factorial cultural invariance was confirmed. Reliability indices for all scales were satisfactory: Cronbach’s α ≥ .81, Tarkkonen’s ρ ≥ .71, McDonald’s ω ≥ .81. The Polish version of the SCM demonstrated good convergent validity with students’ average grades and good discriminant validity, as evidenced by a lack of correlation between subscale scores and the time taken to complete the survey. The SCM can help identify challenges in Polish schools and support efforts to promote a positive school climate that promotes students’ holistic development and well-being. Conclusions and/or recommendations: The Polish adaptation of the SCM is recommended for use with Polish adolescents for both research and practical applications.