School Environmental Robustness, Holding Power and Achievement: Implications for Effective Middle Schools

Abstract

AbstractThe purpose of this study was to explore the construct of school “holding power” (as measured by teacher perceptions of school environmental robustness and generalized job satisfaction) and its relationship to school outcomes of achievement and attendance. Of particular interest, were the results of analyses completed with a sample of middle schools. The Robustness Semantic Differential (RSD) and Job Satisfaction Scale (JSS) were administered to approximately 1600 teachers in 80 schools. The results of correlation and multiple regression analyses demonstrated rather strong positive relationships between school environmental robustness characteristics and school attendance and achievement. Teacher satisfaction was inversely related to these school outcomes. Implications of the findings for understanding the middle school environment and for completing additional studies within this line of inquiry are discussed.