School environments inventory in primary education in Thailand

Focusing on this research investigated students’ perceptions of their school learning climates of the educational basic school compared to their perceptions of their actual school (My School) and preferred school (My Dream School) learning climates in Udon Thani educational basic areas. Associations between these perceptions and students’ attitudes toward their school learning climates were also determined. The school climates relationships with their students enhancing the school learning climates’ attitudes in the schools were assessed. Using the standard learning environment instruments and adapted version of the 25-item My School Inventory (MSI), adapted from the original My Class Inventory (MCI) (Fisher and Fraser, 1998) was administrated. Students’ attitudes were assessed with the Test of School-Related Attitudes (TOSRA). This questionnaire was translated into the Thai language and the school climates measured that can be used at the educational basic school was validated on a sample of 825 pupils in 40 primary schools at the grade 6 level in the office of the basic educational service Udon Thani through out in 4 areas. Statistically significant differences were found between the students’ perceptions of their schools and their dream school climates. Outcomes of this study indicate that the school climates were high on MCI factors such as Cohesiveness, Attentiveness, Expansion, Application, and Satisfaction. Associations between students’ perceptions of their school climates with their attitudes to their schools also were found. The multiple correlations were significant for the Actual or My School Form of the MCI and shows that for the TOSRA, 42% of the variance in student’s attitude to their schools was attributable to their perceptions. To be provided in suggestions for comparing the dream and the actual schools with students’ perceptions are the based on this finding.