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This study examined the generalizability of a previously validated model concerning how student perceptions of school culture affect student achievement.

Third International Mathematics and Science Study (TIMSS) data were collected from 1,026 eighth‐grade students in secondary schools on the island of Cyprus. The a priori proposed model concerning school culture and student achievement was tested using structural equation modeling techniques.

The proposed model was determined to fit the data reasonably well. These results indicate that achievement scores can be explained by students' perceptions of the school's cultural environment.

The theoretical and practical implications of the model concerning school culture and student achievement within the framework of educational management are discussed.

This study utilizes the methodology of data envelopment analysis (DEA) to assess the efficiency of secondary schools in Cyprus. Apart from evaluating the relative efficiency of schools, the study provides recommendations for improvement to inefficient schools and discusses managerial implications. Furthermore, empirical findings based on an approach to estimate efficiency environmental effects suggest that no efficiency differences exist between schools operating in rural areas compared to those operating in urban areas.