Relationship Between School Management and Student Deviant Behavior: Pedagogical Input from Teachers and Teaching Support as Mediating Variables
Author: Yu-Chuan Chen (Department of Education and Graduate Institute of Educational Policy and Administration, National Taiwan Normal University)
Vol.&No.：Vol. 66, No. 3
Date：September 2021
Pages：1-30
DOI：https://doi.org/10.6209/JORIES.202109_66(3).0001
Abstract：
This study examined the implications of school management, pedagogical input from teachers, teaching support, and student deviant behavior to construct a structural equation model and validating it using with observational data. The researcher used the empirical data provided in 2015 by the Organization for Economic Co-operation and Development (OECD). The researcher asked the school principal or a person designated by the principal to complete a questionnaire, and 14,530 valid questionnaires were retrieved. The OECD PISA 2015 School Questionnaire data were used to select topics that conformed to the definitions of the measurement variables. IBM SPSS Statistic 22.0 was used for descriptive statistics, exploratory factor analysis, and reliability testing. SPSS AMOS was used for validation of the structural equation model in terms of goodness of fit. The results validated the seven proposed hypotheses and indicated that the developed structural equations achieved good model fit. Relevant conclusions and recommendations are presented herein on the basis of the research findings.
Keywords：pedagogical input from teachers, teaching support, student deviant behavior, school management
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References：
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