Abstract
Secondary schools are responsible for the provision of quality education in preparing graduates of the institutions for higher learning and semi-skilled employees for working in various enterprises of the society. Organizational climate is a key element that determines the efficient role of secondary schools in the education sector. Considering the significance of the organizational climate in secondary schools, the study aimed to investigate the organizational climate of secondary school in Khyber Pakhtunkhwa, Pakistan. The study was descriptive survey design with population of 2639 principals and 39182 teachers of secondary schools. Samples of 50 heads and 326 teachers were selected with cluster random sampling. A validated and reliable tool, organizational climate description questionnaire for heads and teachers was used while data were collected personally from respondents. Data were analyzed with percentages, mean, standard deviation, Pearson correlation and linear regression. The study highlighted that majority of the principals had directive behavior, dominated meetings and ruled with iron hands, teachers’ behaviors were frustrated and schools were vulnerable to external political pressures. The study recommended that Organizational climate is relatively a new field, therefore; it may be taught as a subject in all teachers’ training institutions and in education departments/faculties of the universities to develop conceptual knowledge of the educational leaders and teachers. At present Educational Monitoring Authority (EMA) did not include organizational climate as an indicator for the schools’ development/progress. So, the government may explicitly include organizational climate in the evaluation system of the schools.
Highlights
Public organizations are the most important components of a country's economy and the most important components of its infrastructural development (Vashdi, Vigoda-Gadot, & Shlomi, 2013)
It was discovered that the behaviors of secondary school principals are supportive in schools when it pertains to the organizational environment of the schools
The aim of the study was to explore and examine the organizational climate of secondary schools. For this purpose the first objective was “To explore the organizational climate of secondary schools” while the hypothesis was that “there is no significant variation in the organizational climate of different secondary schools” For the exploration of organizational climate and investigating the variation in the organizational climate of different secondary schools mean scores and standard deviation were used
Summary
Public organizations are the most important components of a country's economy and the most important components of its infrastructural development (Vashdi, Vigoda-Gadot, & Shlomi, 2013). Schools' climate, according to Schneider, González-Romá, Ostroff, and West (2017), refers to the characteristics of a school that create a vibrant learning environment, care for parents and children's ambitions and hopes, awaken teachers' inventiveness and zest, and promote staff members' quality and performance It is essentially the institute's attitude that inspires students, professors, managers, and other school staff to love school and be positive. The climate of the school, according to McCarley, Peters, and Decman (2016), is a detectable output of every aspect of the institution, the extent of the endeavor, the staff, the architectural engineering and atmosphere, traditions and norms, the managerial arrangement, and the impact of human relationships on the feelings, inspirations, and educational outcomes of all personnel who perform their duties in that organisation. Organizational climate is the cohesive insight, sentiments, as well as strategy that organizational members have about the organization's basic essentials, which duplicate the recognized standard, philosophies, and perspectives of the corporate culture and affects the [ 192 ]
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