THE INFLUENCE OF SELF-CONCEPT ON PERCEPTIONS OF SCHOOL CLIMATE

The purpose of this study was to examine the influence self-concept has on seventh graders\u27 perceptions of school climate within a selected school. The Piers-Harris Children\u27s Self-Concept Inventory was used to measure self-concept. The Elementary and Secondary School Environment Index was used to measure climate. These two instruments were administered to the population which consisted of 143 seventh grade students from a single urban school. Findings. Seven hypotheses corresponding to the seven first order factors of the Elementary and Secondary School Index were investigated. These hypotheses and the major findings for each are as follows: (I)The stronger the self-concept the more positive the perception of Intellectual Climate. The hypothesis was unsupported. (II)The stronger the self-concept the more positive the perception of Expressiveness. The hypothesis was unsupported. (III)The stronger the self-concept the more positive the perception of Group Social Life. The hypothesis was unsupported. (IV)The stronger the self-concept the more positive the perception of Personal Dignity. The hypothesis was supported. (V)The stronger the self-concept the more positive the perception of Achievement Standards. The hypothesis was unsupported. (VI)The stronger the self-concept the more negative the perception of Control. The hypothesis was unsupported. (VII)The stronger the self-concept the more negative the perception of Peer Group Dominance. The hypothesis was supported. Conclusions. The basic purpose of this study was to examine the influence of self-concept on the perception of school climate with the intent to drawing conclusions which would provide practitioners with data of immediate value in understanding student behavior. The only broad conclusions permitted, however, by the findings of this single study in which scores from only one of seven factors examined were found to be statistically significant, is that further studies would appear beneficial. If further studies are conducted, consideration should be given to: (1)The examination of whether or not differences in climate perception scores are a result of the same environment being perceived differently or whether the different scores represent the fact that students are actually experiencing different environments as a result of having a different self-concept. (2)The examination of a variety of schools and grade levels. (3)The examination of the nature of the relationship between academic performance and perception of school climate. (4)The examination of perceptions of school climate over extended periods of time. Recommendations for the Study Setting. Recommendations for the study setting are also limited by the fact that of the seven climate factors examined only factor four, Personal Dignity, had scores which are statistically significant. Recommendations for the study setting are to: (1)Determine the scoring patterns of climate perception for the other grades within the school. (2)Determine whether the scoring trend for the factor of Personal Dignity is a result of the three self-concept groups perceiving the same environment differently or whether students are provided opportunities to be autonomous in relation to their level of self-concept. The results of this study may not provide practitioners with extensive data of immediate value in understanding student behavior, however, the study does identify several areas in which further study would be beneficial