Christian School Management joined forces with Precision Consulting (https://precisionconsultingcompany.com/survey-development-and-analysis.shtml) to carry out primary research within our own schools. The intent was to develop questions that would be most useful to Christian schools and to provide our-industry-norms giving comparators for any individual school’s scores. Because teachers are the most significant influence outside the home, the research carried out was parallel with both teachers and students participating.
The initial 47-item CSM survey was administered to assess teacher and students views about faculty culture characteristics [Justice and Loving], Habits of Mind, and the Four Rights of a Child [Joy in Learning, Academic Success, Wellness. Balanced Life].
The sample for the pilot study included 24 teachers and 114 students. The sample of students included 43.9% female, 45.6% male, and 10.5% that preferred not to say. The students were in grades 5 through 12, with a mean age of 13.72 (SD = 2.39), ranging from 9 to 20. The of teachers included 83.3% female, 12.5% male, and 4.2% that preferred not to say. The teachers taught in grades 5 through 8 (45.8%), 9 through 12 (16.7%), and 5 through 12 (37.5%), with the majority of teachers (33.3%) reporting 21+ years of teaching experience.
As a result of this study, several questions were eliminated and one question changed to one clearer in meaning. A follow-up study was conducted once these changes had been made. The student sample included 465 students from grades 5th through 12th. Of this sample, 207 (44.50%) were male and 216 (46.50%) were female (9% preferred not to say). The sample was randomized into an EFA and CFA analysis group. Chi-square and independent t-tests revealed no significant difference between groups for age, gender, ethnicity, grade, and Christian status. The teacher sample included 288 teachers from grades Pre-K through 12th. Of this sample, 86 (29.86%) were male and 186 (64.58%) were female (5.56% preferred not to say). The sample was randomized into an EFA and CFA analysis group. Chi-square analysis revealed no significant difference between groups for age, gender, ethnicity, years taught, and Christian status.
The overall Cronbach’s alpha for the total CSM survey for student responses was found to be highly reliable (α = .952, 47 items). The overall Cronbach’s alpha for the total CSM survey for teachers’ responses was found to be highly reliable (α = .898, 47 items).
A confirmatory factor analysis was conducted on the sample’s responses to determine the eligibility of the five-factor model determined by the EFA for the CSM Student Listening Survey with factor loadings ≥ .40. The model was fit using R version 1.2.4. The model fit had adequate fit to the data, CFI = .763 and RMSEA = .08 (90% CI = .074,.082). Modification indices did not improve model fit. All of the indicators were found to have significant factor loadings to their latent variables, with standardized coefficients ranging from β = .339 to .835 at p < .001 A similar analysis was done with regard to the teachers. The model was fit using R version 1.2.4. The model fit had adequate fit to the data, CFI = .721 and RMSEA = .07 (90% CI = .069,.077). Modification indices did not improve model fit. All of the indicators were found to have significant factor loadings to their latent variables, with standardized coefficients ranging from β = .400 to .860 at p < .001