Moderating Role of School Size on School Cultural Relation with Students’ Educational Achievement

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Abstract

This study examines the correlation between school culture and educational achievement of students with moderating role of school size. The research method was correlation. The population included all primary school teachers of Esfarayen city (N=605). The sample consisted of 220 teachers (88 males, 132 females) that were selected via stratified random sampling. Data collection tool was school culture questionnaire. Data were analyzed by multiple regression models and Janson-Nayman technique. Results showed that among school culture components, only component of colleagues’ relations is significant predictive of educational achievement. Findings, also suggest that in schools with small size, educational achievement has significant and positive correlation with colleagues’ relations, but such correlation was not observed in schools with large size. Paying attention to school culture is one of components of increasing educational achievement. In small schools, this component plays an important role in educational achievement of primary school students.
 

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