IDENTIFIERS Professionalism

These two studies explored variations in teachers' perceptions of dimensions of school culture reflecting norms of professionalism in three different school settings. The studies examined underlying dimensions of school culture associated with context factors in elementary, middle, and high schools. Researchers used the Revised School Culture Elements Questionnaire (RSCEQ), which examined actual and preferred features of school culture. In the first study, over 3,000 teachers in 80 urban schools completed the RSCEQ. In the second study, over 1,300 teachers completed the RSCEQ. Researchers analyzed the data from the two studies differently. Results indicated that the RSCEQ is useful in measuring multiple dimensions of school culture. The results show that multiple dimensions of school culture grounded in norms of professionalism can be identified and measured with reasonable reliability. The studies found somewhat dissimilar factor structures for the RSCEQ in the three different school levels an