Organizational Climate Description Questionnaire Research Articles

Relationship Between Job Burnout and Organizational Climate in Nurses Working in Teaching Hospitals Affiliated to Iran University of Medical Sciences

Background & Aims: Job burnout can leads absenteeism, leaving the job or having the intention to leave, reduced quality of life, reduced performance, and reduced quality of patient care and commitment to the organization. Organizational climate has always been important in the nursing profession and in the hospital environment where the nurse’ performance is known as an important component in improving the quality of treatment. This study aims to determine the relationship of job burnout with organizational climate in nurses. Materials & Methods: This descriptive correlational study with cross-sectional design was performed in 2020 in the internal surgical wards of four teaching hospitals affiliated to Iran University of Medical Sciences. The sampling was done by a cluster sampling method. The sample size was determined 200 at a 95% confidence level and considering a 80% test power. To collect data, a demographic form, the Maslach burnout inventory, and Halpin and Croft’s organizational climate description questionnaire were used. Data analysis was performed in SPSS v. 24 software using descriptive and inferential statistics. Results: Emotional exhaustion domain of job burnout had a statistically significant correlation with all dimensions of organizational climate except for group spirit and disengagement; it had a negative significant correlation with the hindrance dimension and a positive significant correlation with other dimensions. With the increase of organizational climate, emotional exhaustion increases, resulting in more job burnout. Conclusion: Health workers, especially nurses and managers, should take measures to reduce job burnout and improve organizational climate and patient satisfaction according to the existing conditions and resources. It is recommended that the educational supervisors of the hospitals develop and implement in-service training focusing on the components of job burnout and organizational climate.

Elementary school climate through teachers' eyes: Portuguese adaptation of the Organizational Climate Description Questionnaire Revised for Elementary schools.

Strong links have been observed between professionals’ occupational health and their perceived organizational climate. However, in Portugal, one of the European Union countries where teachers present higher levels of occupational stress, no measures have been found to assess perceived school climate in elementary-school teachers. This study aimed to evaluate the psychometric qualities of the Portuguese adaptation of the Organizational Climate Description Questionnaire Revised for Elementary Schools (OCDQ-RE). To test its factor structure, 687 elementary-school teachers (85.2% female, MAge = 46.15 years, SDAge = 8.88) completed the Portuguese OCDQ-RE. An additional sample of 81 participants (96.3% female, MAge = 46.21 years, SDAge = 4.82) responded at two points in time and completed external measures, ensuring test-retest reliability and validity analyses. Confirmatory factor analysis supported the hypothesized factor structure. Coefficient omegas suggested adequate internal consistency of the composites. Adequate test-retest reliability was sustained through high correlation scores between the two data collection waves. Evidence of discriminant validity against external measures was also observed. Despite the need for further studies, the results support the adequacy and reliability of the Portuguese OCDQ-RE which may be an important research and intervention resource.

Psychological Contract Breach and Turnover Intentions Among Lecturers: The Moderating Role of Organizational Climate

Lecturing in private universities in Nigeria is one of the most challenging jobs for early career scholars. Regrettably, there is a high rate of turnover once an opportunity for exit presents itself. Researchers have proposed a relationship between psychological contract breach and turnover intentions. This study attempted to evaluate the effect of organizational climate in the link between psychological contract breach and turnover intentions using a sample of 584 private university lecturers in a two-wave investigation (time-lagged design) during a 1-month period (with 2 weeks interval). The ages ranged between 24–53 years old (38.24 ± 7.33). The questionnaires used to collect data were the Psychological Contract Breach Scale, Organizational Climate Description Questionnaire and Turnover Intention Scale. The result suggested that lecturers who received support from management were less likely to leave their jobs, while experiencing peace in the school played a significant factor in reducing turnover intention. The study’s implications were raised, and further suggestions were made to improve our organizations, particularly, universities.

19-Investigating the Organizational Climate of Secondary Schools in Khyber Pakhtunkhwa, Pakistan

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.

Organizational Climate at the University of Eastern Philippines Pedro Rebadulla Memorial Campus Catubig, Northern Samar

This study aimed to assess organizational school climate of University of Eastern Philippines, Pedro Rebadulla Memorial Campus, Catubig Northern .Samar for school year: 2017-2018. It aimed to identify the perception of faculty towards organizational climate in terms of: Supportive Behavior; Directive Behavior ; Engaged Behavior; Intimate Behavior; and Frustrated Behavior; determine the standardized scores of organizational climate; and determine the general openness index among employees in the workplace. Moreover, this study was conducted to improve the organizational climate of the institution by getting or assessing the supportive, directive, engaged, and frustrated behavior from the respective respondents.
 This study used a standardized questionnaire which is called the “Organizational Climate Description Questionnaire (OCDQ) adopted from Wayne K Hoy (1991). It is an instrument used to measure important aspects of teacher-teacher and dean-teacher interactions. Along with this, the study was designed with descriptive methodology which involves the analysis of the organizational climate of the university for the school year 2017-2018 and to determine the climate openness of the school specifically focusing on the dimensions or subtest covered by the Organizational Climate Questionnaire (OCDQ-RS).
 This study found out that the organizational climate was higher than 84% of the schools from the normative samples, and the openness index of the organizational climate scored 380.9 The University falls below the average range for openness. Finally, it is recommended that the University should conduct an intervention on how improve the openness index of the organizational climate.

English

This study aims to explore the relationships between school climate constructs and teachers’ organizational silence (OS) and to analyze how school climate predicts teachers’ OS. The study population comprised all teachers (2,237) working in private primary schools in Jeddah, Saudi Arabia. The sample consisted of 329 responses, which represented 14.7% of the original population. Structural equation modeling for path analysis between the main constructs (teacher behavior, principal behavior) and teachers’ organizational silence revealed the influence of principal behavior on teachers’ silence was significant. However, the influence of teachers’ behavior on teachers’ silence was found to be non-significant. The relationships between teachers’ OS and four school climate constructs (supportive principal behavior, directive principal behavior, collegial teacher behavior, intimate teacher behavior) were negative, while the relationships between teachers’ organizational silence and two school climate scales (restrictive principal behavior, disengaged teacher behavior) were positive. It is recommended that top educational management officials develop relevant policy procedures, such as legislating necessary regulations to protect whistle-blowers in the school environment. Given the increased popularity of the Organizational Climate Description Questionnaire for Elementary Schools (OCDQ-RE) in measuring school typology, we encourage the use of this questionnaire to predict other teachers’ behaviors in the school environment. Key words: School climate, Organizational Climate Description Questionnaire for Elementary Schools (OCDQ-RE), organizational silence, teachers’ silence.

Relationships among teachers’ perceptions of principal leadership and teachers’ perceptions of school climate in the high school setting

ABSTRACT The purpose of this study was to explore high school teachers’ perceptions about principal leadership practices, as well as to gain an understanding of the teachers’ perceptions of school climate in a large urban district in the Western United States. Data were collected with two surveys, the Leadership Practices Inventory and the Organizational Climate Description Questionnaire Revised for Secondary Schools, along with five demographic questions including age, gender, number of years teaching, number of years teaching with current principal, and level of education. Across nine high schools, 334 completed surveys were used to examine relationships among variables within the instruments, as well as to explore possible differences by demographic variables. Teachers who were older within the school setting perceived themselves as being less engaged and intimate, as related to the school climate, while those with principals for a shorter amount of time and only a bachelor’s degree (perhaps more novice) perceived the principals’ practices more positively. Results also suggested that, in schools where teachers perceived their principal as carrying out the given leadership practices, higher levels of a positive school climate were also perceived among higher-performing schools and within schools higher levels of federal free and/or reduced lunch rates.

Exploring Teachers’ Resilience in Relation to Job Satisfaction, Burnout, Organizational Commitment and Perception of Organizational Climate

This study is a descriptive research study investigating the relationship of teachers’ resilience levels with job satisfaction, burnout, organizational commitment and perception of organizational climate. Within the scope of the study, teachers’ resilience level was also investigated with regard to its relationship with gender, age, experience and the school level they teach. The study group consisted of 581 teachers. The data were collected through “Personal Information Form”, “The Resilience Scale for Adults”, “Job Satisfaction Scale”, “The Burnout Measure Short Version”, “Organizational Commitment Scale for Teachers” and “The Organizational Climate Description Questionnaire.” The results revealed a significant negative relationship between teachers’ resilience levels and burnout; and significant positive relationships between teachers’ resilience levels and organizational commitment, job satisfaction and perception of organizational climate. As a result of the one way ANOVA analysis regarding the differences between resilience levels of the teachers working at different school levels, it was found out that the resilience level of the teachers working at high schools differ significantly from the ones working at secondary schools in the family cohesion subscale, one of the sub dimensions of resilience. Additionally, resilience levels of the teachers who work at secondary schools were found to be significantly lower compared to the teachers who work at elementary schools and high schools. When the level of resilience was examined in relation to gender, it was concluded that there was no significant difference between the mean scores of the male and female teachers. The only significant difference was found in the perception of self subscale, where the mean scores of the male teachers were higher than the female teachers. There was no significant difference in teachers’ resilience or sub-scales of it in terms of age and experience of the participants.

Change Orientation And Organizational Climate: Experience From Malaysian Primary Schools

The aim of this study is to find the relationships that exist between change orientation and school organizational climate. This study also seeks to find the level of practice for the aspects in change orientation and school climate. The research samples for this quantitative research were taken from 246 teachers from national primary schools in Kuala Lumpur, Malaysia. The data were collected using the combination of two questionnaires namely Faculty Change Orientation Scale (FCOS) and the Organizational Climate Description Questionnaire for Elementary Schools (OCDQ-RE). The data were then analysed using descriptive and inferential statistics to test the research hypotheses. Findings indicate that the practice level of all three dimensions (faculty openness to change, principal openness to change and community press for change) in change orientation are high. Meanwhile, the practice level of five dimensions (supportive principal behaviour, directive principal behaviour, restrictive principal behaviour, collegial teacher behaviour and intimate teacher behaviour) in school climate are moderate and the other one dimension, (disengaged teacher behaviour) is low. In addition, the Multiple Linear Regression analysis showed one of the dimensions in change orientation (community press for change) has a significant relationship with school climate. Implication of the study shows that pressure for change from community outside school have direct impact on school climate. However, the aspect of support from school heads and intimate relationship among teachers need to be improvised as these are important dimensions that contribute to positive school climate. Some recommendations from this study are; to establish and maintain positive community relations, increase of school heads’ support for teachers and to have strategic management approach in dealing with educational changes in schools

Role of Organizational Climate in Organizational Commitment: The Case of Teaching Hospitals

ObjectiveThe commitment of employees is affected by several factors, including factors related to the organizational climate. The aim of this study was to investigate the relationship between organizational commitment of nurses and the organizational climate in hospital settings.MethodsA cross-sectional study was conducted in 2014 at two teaching hospitals in Yazd, Iran. A total of 90 nurses in these hospitals participated. We used stratified random sampling of the nursing population. The required data were gathered using two valid questionnaires: Allen and Meyer's organizational commitment standard questionnaire and Halpin and Croft's Organizational Climate Description Questionnaire. Data analysis was done through SPSS 20 statistical software (IBM Corp., Armonk, NY, USA). We used descriptive statistics and Pearson's correlation coefficient for the data analysis.ResultsThe findings indicated a positive and significant correlation between organizational commitment and organizational climate (r = 0.269, p = 0.01). There is also a significant positive relationship between avoidance of organizational climate and affective commitment (r = 0.208, p = 0.049) and between focus on production and normative and continuance commitment (r = 0.308, p = 0.003).ConclusionImproving the organizational climate could be a valuable strategy for improving organizational commitment.

Comparative Study of Organizational Climate among Physical Education Teachers of Different School Organizations

The purpose of the present study was to compare the Organizational climate among physical education teachers of Kendriya Vidyalaya, Government schools and Public schools of Utter Pradesh. For the purpose of the present study 300 Physical education teachers from different school organizations (100 Kendriya Vidyalayas, 100 Government schools and 100 Public schools) were selected randomly from Utter Pradesh. Keeping the feasibility criterion in mind, Organizational climate Variable was selected for the present study. It was assessed with the help School Organizational Climate Description Questionnaire developed by Dr. Motilal Sharma. To compare the Organizational Climate among Physical Education teachers of different school organizations of Utter Pradesh Descriptive statistics i.e. (Mean, standard deviation), analysis of variance (ANOVA) and post hoc (least significant difference) test was used and the level of significance was set at 0.05 level. The findings of the study showed significant difference in Organizational Climate of different school organizations. As the obtained F-ratio 34.160 was found statistically significant. After applying the post hoc (least significant difference) test it was observed that State Government schools’ Organizational Climate is statistically significantly lower than Kendriya Vidyalayas and Public schools. Whereas there is no statistically significant difference found between the Kendriya Vidyalayas and Public schools. Physical education teachers of Kendriya Vidyalaya and Public schools exhibits better climate as compare to Government schools of Uttar Pradesh.

Transformational leadership related to school climate

Across the nation, quality leadership and positive school climate are critical to the success of every principal, student, and school. As a result, this study examined the relationship between teacher perceptions of the degree to which a principal displays the factors of transformational leadership and the perceived school climate. A purposeful sample of 399 teachers, representing five high schools in a large urban school district in southeast Texas, were administered the Multifactor Leadership Questionnaire to assess his or her principal in terms of being a transformational leader and the Organizational Climate Description Questionnaire for Secondary Schools to evaluate the climate of his or her respective school. The results of the HLM analysis indicated that there was a correlation between transformational leadership and the supportive, engaged, and frustrated elements of a school’s climate.

The Relationship Among Organizational Climate, Organizational Learning and Teachers’ Self Efficacy

Abstract This study aims to investigate the relationship between organizational climate and organizational learning and teachers’ self efficacy. The statistical population of this study includes 117 teachers at Salam girls’ school, among them 89 teachers were selected using Krejcie and Morgan table and simple random sampling. The instrument used in this study is the Organizational Climate Description Questionnaire (OCDQ) designed by Haplin and Croft (1982), Sherer self efficacy questionnaire (1984) and Pilar Jerez-Gomez organizational learning questionnaire (2002). Findings reveal that there is a meaningful correlation between organizational learning and self efficacy. On the other hand, the correlation between organizational climate and self efficacy indicates that there is no relationship between these two variables. However, organizational climate can indirectly affect teachers’ self efficacy through influencing organizational learning, while organizational learning itself directly affects teachers’ self efficacy. The obtained results show that there is no relationship between demographic variables (age, education and employment record) and teachers’ self efficacy.

Developing and Validating a Model for Teachers’ Occupational Stressors in Schools of Tehran

Unlike the changes occurred in the various countries education systems contents and structure, still teachers are considered as the main educational and growing pillars; thus, teachers status improvement is considered as one of the solutions for the educational and growing issues. The purpose of this study is identification of factors related with teacher's occupational stress and developing a model for predicting and estimating teachers’ occupational stress to promoting the instructional quality in schools. A sample of 600 teachers (247 male and 353 female) were randomly chosen from elementary, secondary, and high schools. Four questionnaires were used as a data collection instrument: 1) Features and facilities of classroom and school; 2) Van Der Doef Occupational Stress Questionnaire; 3) Organizational climate Description Questionnaire, and 4) Ohio State Teacher Efficacy Scale. To determine relationships and importance of every related component with teachers’ occupational stress, Structural Equation Modelling (SEM) as well as variance-covariance matrix analysis was used. Data analysis and consideration of the pattern of the causal relations between variables indicated that number of students, directional management style, efficacy in classroom management, efficacy in student engagement have positive and significant relationship with teacher stress, and factors such as teacher experience, facilities, supportive management style, efficacy in instructional strategies, and problems about students have negative effect on teachers stress. In general, presented model of relationships between variables can predict 70% of teachers stress. Due to the results of this study, it may be expressed that the teachers’ sources of occupational stress may be mitigated through controlling the factors affective on occupational stress and help the same to fulfil their occupational duties in rendering the educational services to the students in a better manner.

Relationship between organisational climate and effectiveness of state sports councils in Nigeria

The purpose of this study was to examine the climate prevalent in state sports councils (SSCs) in Nigeria and its relationship to organisational effectiveness. The secondary purpose was to examine the influence of selected demographic variables of age, educational level, status, and experience on organisational climate. Discussion about organisational climate revolves around the perceived properties found in the work environment (Downey, 1998). These presumably affect subsequent behaviour of the employees, achievement of organisational goals, andconsequently organisational effectiveness (Zammnto, 1996). Productivity and goal achievement are means to effectiveness (Chelladurai & Haggerty, 1991; Weese, 1997). Three categories of sports directors-directors of sports, deputy directors of sports, and assistant directors of sportsmadeup the sample size of 328 and represented 88.6% of the total population across all the 37 SSCs. The modified Organizational Climate Description Questionnaire (Haplin & Croft, 1962) and the Perceived Organisational Effectiveness Index (Branch Jr., 1990) were used in data collection at the various venues of the zonal preliminaries of the 15th National Sports Festival. Results revealed that organisational climate is related to organisational effectiveness (r=0.5; p < 0.05 at df 35). One way analysis of variance revealed significant influences of age (F, 2.95; p < 0.05) and experience (F=3.82; p < 0.05), while there were no significant influences ofeducational level (F= 0.11; p > 0.05) and status (F = 1.20; p > 0.05) on organisational climate. Findings suggest that SSCs should create a climate that is conducive for employee commitment to work, increased productivity and goal achievement which are means to effectiveness of the councils. Also the management of the SSCs must consider the age and experience of employees when putting in place necessary properties for their work environment.Key words: Organisational climate, effectiveness, sports council.

Organizational Climate, School Health, and Effectiveness: A Comparative Analysis

The theory-driven Organizational Health Inventory (OHI) was compared to the empirically derived Organizational Climate Description Questionnaire (OCDQ-RS) in predicting student achievement and teachers' commitment to the school. After controlling for the socioeconomic status of the 58 secondary schools in the sample, only academic emphasis, a subtest of the OHI, made a significant contribution to student achievement. While both instruments predicted commitment, the OHI explained more of the variance. The findings suggest that, at best, the influence of the principal is indirect on school achievement but direct on commitment. Further application of both the OHI and OCDQ-RS is recommended.

The Effects of Leader Behavior and Organizational Climate on Intercollegiate Coaches’ Job Satisfaction

The effects of leader behavior and organizational climate on the job satisfaction of intercollegiate coaches were analyzed. The 117 subjects represented 17 California colleges and universities. The instruments used in data collection were the Leader Behavior Description Questionnaire, the Organizational Climate Description Questionnaire, and the Job Descriptive Index. Statistical analysis revealed that the athletic director’s behavior and the climate had direct and indirect effects on job satisfaction. The degree of consideration shown by the athletic director had a strong effect on satisfaction with work and supervision. Coaches’ feelings of detachment and the lack of administrative support showed a negative relationship to satisfaction with work and supervision. Path analytic procedures showed male and female subjects differing with respect to the factors shaping job satisfaction. Consideration helped female coaches feel integrated into the department and supported by the administration. Male subjects viewed consideration as important to the development of morale and rapport with colleagues.

Faculty perceptions of organizational climate and expressed job satisfaction in selected baccalaureate schools of nursing.

This study reports the findings of a survey of nursing faculty designed to determine the relationship of their perceptions of the organizational climate of the environment in which they work to their expressed job satisfaction. A modified form of the Organizational Climate Description Questionnaire (Halpin AW, Croft DB: The Organizational Climate of Schools, New York, Macmillan, 1963), the Job Descriptive Index (Smith PC, Kendall LM, Hulin CL: The Measurement of Satisfaction in Work and Retirement. Chicago, Rand McNally, 1969), and a Faculty Data Sheet were mailed to all full-time faculty members in 15 accredited baccalaureate schools of nursing in a three-state area in the mid-Atlantic region. Sixty-eight per cent (210) of the responses returned were usable. The findings indicate that the dean's behavior does influence perceptions of organizational climate and job satisfaction among faculty. Another finding of significance demonstrates that the longer faculty remain employed in a full-time teaching position in the same institution the less satisfied they are with the work itself, promotion opportunities, supervision on the job, and their fellow workers.

Elementary School Climate: A Revision of the OCDQ

The Organizational Climate Description Questionnaire is evaluated and refined in light of an investigation of the construct, organizational climate. The authors outline the development and testing of the revised instrument and report the empirical data collected in this process.

PRINCIPAL BEHAVIOUR AND CURRICULUM DECISION MAKING THE RELATIONSHIP BETWEEN ORGANIZATIONAL CLIMATE AND METHODS OF CURRICULUM DECISION MAKING

This article reports a study on the relationship between organizational climate and one aspect of school based curriculum development, namely, who makes the curriculum decisions and how. In a systematically selected sample of 20 primary schools in N.S.W., two questionnaire were administered: the Organizational Climate Description Questionnaire (OCDQ) to measure organizational climate, and the Curriculum Decision Making Questionnaire (CDMQ) to determine who makes the curriculum decisions and how. The results indicated a highly significant relationship between the organizational climate factor of principal supportiveness, and curriculum decision making by a group of staff, with group decision making more likely to occur when the principal was supportive. Conversely, there was less likelihood of curriculum decision making by the class teacher acting alone, when the principal was supportive.