ABSTRACT
Despite considerable interest in research and practice in the effect of classroom disciplinary climate of schools on academic achievement, little is known about the generalizability of this effect over countries. Using hierarchical linear analyses, the present study reveals that a better classroom disciplinary climate in a school indicates a significantly better school reading performance in 53 of the 65 PISA 2009 participant countries; 11.44% of the between-school differences in reading achievement over countries can be explained by the classroom disciplinary climate of schools. Controlling for economic, social, and cultural variables and student gender-related variables at student and school level, the between-country differences in the effect of classroom disciplinary climate of schools shrink three-quarters. These findings are instructive to those countries entangled in educational inequality issues (e.g., Argentina) and gender gap issues (e.g., Trinidad and Tobago), considering the possibility of tackling these issues via interventions in relation to classroom disciplinary climate of schools.
