DETAILED PROJECT DESCRIPTION: SLEQ Cross-Cultural Validity Study 1. PROJECT OVERVIEW it may not apply to contexts where basic survival needs aren't met. Lens 2: Ecological Systems Theory (Bronfenbrenner/Özdoğru, 2011) - The Macro Foundation Principle: Individual outcomes (teacher efficacy) are shaped by nested environmental systems, not just the immediate school setting. System Levels: Microsystem: Immediate school environment (SLEQ measures this level) Mesosystem: Connections between school and home/community Exosystem: Broader systems teacher doesn't directly control (regional policy, funding, infrastructure investment) Macrosystem: Societal values, cultural norms, economic systems Chronosystem: Historical changes over time (pre/post-pandemic shifts) Application in this study: Explains WHY the same SLEQ score means different things in different contexts In resource-constrained settings, exosystem barriers (underfunding, infrastructure neglect) dwarf microsystem climate interventions Provides theoretical justification for "hard constraints" (policy-level) vs. "soft constraints" (school-management-level) intervention framework Critical insight: You cannot isolate "school climate" from its broader economic and policy context. Lens 3: Social Capital Theory (Bourdieu, 2011) - The Equity Lens Principle: Societies distribute different types of capital (economic, social, cultural, and symbolic). When one form is scarce, others can partially substitute. Key Concept for this Research: In resource-constrained schools (low economic capital), strong collegial relationships and shared solidarity (social capital) function as a protective buffer that maintains teacher efficacy despite material deprivation. Application in this study: Explains the empirical finding that "relationship dimensions" have highest reliability in marginal areas Explains why teachers in severely under-resourced schools can maintain efficacy through mutual support Critical caveat: Social capital substitution for economic capital is temporary and unsustainable without structural improvements The Sustainability Warning: Over-reliance on solidarity without structural change risks normalizing inequity—teachers adapt so well to deprivation that governments stop fighting for resource equity. Integrative Innovation: Toward Equity-Centered School Climate Framework Rather than treating climate as a universal, context-free construct, this study proposes climate should be understood as: Culturally Bound—What constitutes supportive environment differs across cultures (e.g., teacher autonomy = support in individualist cultures, but could be experienced as abandonment in collectivist cultures) Hierarchically Nested—School-level climate cannot be understood apart from district, regional, and national systems affecting it Materially Grounded—Climate perception is inseparable from material conditions (though people
Niuflapu et al. (Thu,) studied this question.