Organizational Climate and Job Anxiety of Primary School Teachers with Special Reference to Coimbatore District

Dr P Natarajan,Prathiba R

doi:10.18535/ijsrm/v9i12.sh02

Abstract

The number of workloads borne by the teacher will result a negative impact. An organizational climate is crucial because it can generate a comfortable working condition for teachers. Otherwise, an unfavorable organizational climate can impact poor working conditions that affect teachers to experience job Anxiety. This study aimed to determine the effect of workload and organizational climate on the work Anxiety of primary school teachers in Coimbatore. In this study an attempts has been made to find out the relationship between organizational climate and job anxiety of primary school teachers. The sample consisted of 60 teachers selected randomly from various public and private primary schools. A set of tools containing organizational climate and job anxiety was used to gather information. The data were analyzed by t-test and person’s coefficient correlation. The results revealed that (43.3%) of the respondents are moderate level of organizational climate, (40%) of the respondents are good level of organizational climate and (16.7%) of the respondents are poor level of organizational climate and (43.3%) of the respondents are low level of job anxiety, (40%) of the respondents are moderate level of job anxiety and (17%) of the respondents are high level of job anxiety.

Highlights

Schools are a vital constituent of education and schooling systems in each country and play an essential role for both improvement and development of an educational system (Ahghar, 2008)
There is no significant difference in the gender and organizational climate among primary school teachers
There is no significant difference in the educational qualification and organizational climate among primary school teachers

Summary

Introduction

Schools are a vital constituent of education and schooling systems in each country and play an essential role for both improvement and development of an educational system (Ahghar, 2008). The teachers are required to play active roles in efforts to fulfill the goals of primary education. They must learn various kinds of functions, such as the roles as teacher, model, advisor, authority holder, reformer, guide, executor of routine tasks, visionary person, realistic person, storyteller, researcher, and assessor (Pullias & Young, 1968). Organizational climate of an educational institution is the product of the relationships between the Head Masters and his staff, between teachers and his students and of the teacher among themselves. Keeping in view the present study is designed to focus on the significance between organizational climate and job anxiety of primary school teachers. School climate must provide feelings of job security and encouraging environment for teaching free of fear

Objectives

Methods

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Conclusion