The Influence of School Climate on Reading Literacy: A Cross-cultural Comparative Study Based on pisa 2018 Database

Abstract

Despite considerable interest in research and practice in the effect of school climate on academic reading achievement, little is targeted at analyzing the generalizability and distinctiveness of the influence from various dimensions in a cross-cultural study. This research adopted the multilevel linear model (HLM) and the database of PISA 2018 (Program for International Student Assessment) to investigate the constructs of school climate perceived by two specific groups of school stakeholders, students and principals, in four countries/regions, including B-S-J-Z [China], Brazil, Switzerland and the United States. The results indicated that some dimensions of school climate, such as disciplinary climate, teacher-directed instruction, teacher enthusiasm and student competition, were positively associated with the learning outcomes of reading with a statistical significance and demonstrated the cross-cultural consistency. However, some dimensions, consisting of teacher feedback, bullying and principal-perceived student hindering learning behavior, could exert a negative impact on reading achievement. Moreover, under the diverse sociocultural contexts, some dimensions may reveal different influences, showing the intercultural differences. These indicators were teachers stimulation of reading engagement, adaptive instruction, sense of belonging at school, student cooperation and parental involvement in school activities. Last, teacher support and principal-perceived teacher hindering learning behavior had no effect on reading literacy.