Organizational Climate Of Schools Research Articles

School Head’s Conflict Resolution Skills, Organizational School Climate, and Teacher Work Engagement in The New Normal: An Input to Principal and Teacher Development Program

This study determined the school head's conflict resolution skills, organizational school climate, and teachers' work engagement among public school principals and teachers in the City Schools Division in Laguna for the school year 2020-2021. One hundred twelve (112) public school principals and one thousand forty-eight (1048) teachers were the respondents of the study. The researchers utilized a descriptive correlation study design. It made use of adopted and modified questionnaires to assess and measure the variables studied. The statistical tools used to analyze the data gathered were: Mean, standard deviation, Pearson r, and Multiple Linear Regression Analysis. Findings revealed that conflict resolution skills and organizational school climate were relevant to teachers' work engagement. The results were used to determine the principal and teachers’ development program to be proposed to the School Divisions officials. The teachers' work engagement was related to the school heads' conflict resolution skills and organizational school climate. To ensure a more efficient teachers work engagement, school heads are encouraged to continue cultivating a culture of excellence in the school by exposing the teachers to relevant activities that may sustain the work engagement by means of exhibiting quality performance in teaching and learning. Also, supervisors should strengthen the performance of the teachers by providing the technical assistance needed to further improve their performance. Technical assistance should focus on curriculum delivery and the school's operation and management. Keywords: Conflict Resolution Skills; Development Program; New Normal; Organizational School Climate; Teacher Work Engagement.

Leadership Styles, Organizational Climate, and School Climate Openness from the Perspective of Slovak Vocational School Teachers

The aim of the proposed study is to present the partial results of a research study on the organizational climate in vocational schools as perceived by teachers. Special attention is paid to the applied leadership style by school leaders, and the existence of associations between school leaders’ and teachers’ behaviour in schools. Organizational climate was measured by the standardized OCDQ-RS adapted to the conditions of the Slovak educational environment on the sample of 474 vocational schoolteachers. The scale measures five dimensions: Supportive principal behaviour; Directive principal behaviour; Engaged teacher behaviour; Frustrated teacher behaviour; and Intimate teacher behaviour, allowing for calculation of the Index of school climate openness, which is an indicator of the quality of the organizational climate. The obtained results confirmed the existence of associations between teacher and principal behaviour and school climate openness. It can be assumed that the applied leadership style in an institution can affect the quality of interpersonal relationships and teacher behaviour both in positive and negative directions. Therefore, it is important to pay attention to building favourable organizational climate in schools, which represents a challenge for school leaders and educational systems that should provide school leaders with sufficient learning opportunities in the field of school leadership.

Principal Leadership Vs Teacher Professionalism: Contribution to Organizational Climate in Islamic Schools in Medan, Indonesia

Creating a positive school climate is a real challenge in today's school management. Meanwhile, a positive conducive school climate will contribute to improving school performance. This paper aims to look at the contribution of teacher leadership and professionalism to the school organizational climate. The method used in this study is quantitative, while the data instrument is collected by distributing questionnaires. The study was conducted by involving 155 teachers spread over three public madrasas in Medan city. The study results show that teacher professionalism has a more real impact on efforts to establish a conducive school organizational climate. The originality shown from this study is that the contribution of leadership is no longer a determinant in the organizational climate of schools. This study offers strengthening of teacher professionalism as an effort.

Effects of University Teachers’ Emotional Labor on their Well-Being and Job Satisfaction

Excellent teachers who provide excellent educational quality educate students with both skills and virtues. Teachers face various emotional problems; they not only work with labor, intellect, and affection, but also have to show appropriate emotions under increasing pressure to create a rational and warm organizational climate in schools. Teachers’ hard work is the emotional labor load. The university teachers in Bangkok, Thailand participated in this study. A total of 480 copies of the questionnaire were distributed. After removing invalid and incomplete ones, 437 copies were remained valid, with a response rate of 91%. The research results showed that a university that fails to meet the teachers’ satisfaction and expectations can result in teachers’ low well-being and job satisfaction as well as teaching inefficiency which seriously lowers the effectiveness of the university and university teachers are medium and high emotional labor workers who consume large amount of emotion and labor in their workplaces, therefore, they can easily show burnout, teaching apathy, and even physical and mental exhaustion under excessive use of emotions, and 3. a university leader who is willing to find a solution to the teachers’ emotional labor load can help them correctly manage their emotions to obtain a high level of well-being and job satisfaction. According to the results it can be discussed that the current study is expected to help in terms of increasing the number of emotion management courses and channels for releasing teachers’ emotional labor load, avoiding emotional dissonance, and promoting teacher efficiency.

RELATIONSHIP BETWEEN ORGANIZATIONAL CITIZENSHIP BEHAVIOR TO ORGANIZATIONAL CLIMATE AMONG TEACHERS IN THE STATE OF KELANTAN

This study was conducted to analyze the relationship of organizational citizenship behavior to the organizational climate among secondary school teachers in the state of Kelantan. The respondents for this study consisted of 422 teachers from secondary schools in the state of Kelantan. The research instrument used to study organizational citizenship behavior was the educational organization citizenship behavior practice questionnaire 'Group-Level Organizational Citizenship Behavior in the Education System: A Scale Reconstruction and Validation' by Eran Vigoda-Gadot et.al (2007) and climate organizations in turn used the organizational climate questionnaire by Hoy, Tarter & Kottkamp, 1991). The instrument is the original instrument in English and has been translated into Malay. All data and details collected were analyzed using Statistical Package for the Social Sciences (SPSS) Version 23. The findings of the study show that the level of organizational citizenship behavior and the level of organizational climate among teachers in the state of Kelantan is at a high level. The study found no differences in organizational citizenship behavioral practices and teachers ’organizational climate based on age. The findings of the study found that there is a strong relationship between organizational citizenship behavior with organizational climate. Data analysis was conducted using Descriptive Mean Test, t-Test, and One-Way ANOVA, and correlation values were analyzed using AMOS 23.0 software. The researcher suggested that further research be conducted involving national primary schools, national type primary schools, national type secondary schools and state government schools so that comprehensive information related to organizational citizenship behavior and school climate in Kelantan can be described more comprehensively. Finally, these findings have provided a wealth of knowledge to individuals involved in education regarding organizational citizenship behavior and organizational climate in schools.

Linking school leaders’ core practices to organizational school climate and student achievements in Norwegian high-performing and low-performing rural schools

Prior research has suggested that well-performing school leadership clusters around a set of general core practices, which appear to be effective across a range of national, social and cultural contexts, yet contingent of school leaders being responsive to context and responding appropriately to their different contextual demands when they employ these core practices. So far school leadership in rural regions has received only modest attention in leadership research. Therefore, this study was designed to explore the relationship between the core practices of school leaders, organizational school climate and student academic achievement in primary and lower secondary rural schools in a county in Norway. The research design involved a cross-sectional study based on ratings from 275 teachers situated in 20 rural schools, split into two sub-groups of 10 ‘high-performing’ and 10 ‘low-performing’ schools. The results from the multivariate analysis and comparisons between the sub-groups suggest that two distinct core practices of school leadership emerge as critical in Norwegian rural school settings. Further, the results indicate that in the higher performing rural schools, the teachers reported a more positive organizational school climate, with higher level of collaborative learning and self-confidence, than in the opposite sub-group.

Organizational Climate in Schools Across the Archdiocese of Detroit

Organizational Climate in Schools Across the Archdiocese of Detroit

「命てんでんこ」の教えに学ぶ防災教育の可能性：防災教育に対する教員の態度と学校組織風土の交互作用効果

「命てんでんこ」の教えに学ぶ防災教育の可能性：防災教育に対する教員の態度と学校組織風土の交互作用効果

MENGEMBANGKAN IKLIM ORGANISASI DI SEKOLAH DENGAN MENGGUNAKAN MODEL TAGIURI

Organizational Climate is a subjective perception about the condition of a person in an organization that is sustainably maintained by involving all stakeholders, so that organizational goals can be achieved effectively and efficiently. If the organizational climate setting in an institution is positive, then the vision, mission and goals which are the ideals of the school will be effectively achieved. This research uses research library type research. The data analysis technique uses content analysis. Based on the results of research conducted by experts, including Tagiuri, argues that in developing the organizational climate in schools, there are four dimensions namely the ecological or environmental dimension, the social dimension, the social system and the culture that surrounds it. These four dimensions according to Taguiri include all dimensions in educational institutions to achieve the goals of the organization of educational institutions. Among the strategies that can be used to develop a positive organizational climate through these four dimensions, namely by making a policy or regulation by the Principal, where the policy leads to the improvement of organizations that are oriented to quality.

English

This study aimed to determine the relationship between self-sabotage behaviours of school administrators and teachers and their perceptions of organizational climate in schools. In the present study, ‘correlational screening model’ which is a quantitative research method was used. A sample consisting of 1204 teachers and 166 administrators working in 74 Turkish schools was selected through stratified cluster sampling method to carry out this study. In order to measure self-sabotage levels of teachers and administrators, “The Self-Handicapping Scale” and “School Climate Scale” were conducted as data collection tools. “Pearson Product Moment Correlation” (PPMC) was used to investigate the relationship between self-sabotage and organizational climate in schools and “Multiple Linear Regression Analysis” was used to find out to what extent organizational climate predicts the self-sabotage. It was found out that self-sabotage and organizational climate in schools and all of its sub-dimensions were negatively correlated at a low level. As a result of the regression analysis, it was revealed that the collaboration sub-dimension of the school climate was an important predictor of self-sabotage. According to results of this study, it is recommended that there should be an increase in positive perception in the organizational climate of educational institutions and effective communication between employees as this will create respect, trust, sincerity, friendship and reduce self-sabotage among administrators and teachers. Key words: Self-sabotage, school climate, organizational climate, leadership and participation, collaboration, educational environment.

Schools Climate and Student Achievement in Secondary Schools of Ethiopia

A corelational research design was employed to examine if a relationship exists between organizational school climate and student achievement in Ethiopia secondary schools setting, and to investigate whether the various elements of school climate have independent effects on student achievement. Organisational climate was measured using the School Climate Index (SCI) developed by Tschannen-Moran, Parish and Dipaola and student achievement was measured by students’ test scores at the Ethiopia General Education Leaving Certificate Examination (GELCE) in the year 2014/15. A total of 32 schools, 973 teachers and 14882 students were involved in the study. Descriptive statistics such as mean and standard deviation, Pearson r correlation coefficient and multiple regression analysis were applied for the data analysis. The results indicate that school climate has a significant and positive relationship with student achievement in Ethiopia secondary schools, but nonetheless, a weak one. The collegial leadership, teacher professionalism, and academic press were significantly and moderately correlated to students’ achievement while the community engagement sub scale was not. The four factors used both for the SCI as predictor variables in the regression model were shown to have a significant relationship with student achievement when viewed as a whole, but they generated more varied results when examined individually. Teachers’ professionalism is the most positive predictor of student achievement in Ethiopia secondary schools. Similarly collegial leadership and academic press are also found to be significant predictor of academic achievement. This study found no independent effect of community engagement on student achievement. It is recommended that school leaders should design school improvement plans that entail the school climate construct. School leaders need to find ways of including the community in the life of the school and foster positive relationships with the community. Principals in particular need to be mindful that the climate of a school affect achievement and the former can be enhanced to improve results.

The Relationship between School Climate and the Workaholism Tendencies of Teachers

The purpose of this paper is to examine the relationship between school climate and the workaholism tendencies of teachers. The sample of the survey model study consists of 385 teachers.The data were collected via “Scale of Organizational Climate in Schools” and “Workaholism Scale” and analyzed through descriptive statistics, clustering analysis, t-test, ANOVA and correlation analysis methods. According to the results, almost half of the teachers showed signs of workaholism. School climate affects the attitude of teachers prone to workaholism towards their job relatively less than the other teachers. While supportive principal treatment strengthens the work involvement of enthusiastic addict teachers, peremptory treatments reduces their intrinsic motivation. Likewise, restrictive principal treatment and negligent teacher behavior reduces the level of work enjoyment of work addict teachers. However, collaborative teacher behavior increases the level intrinsic motivation of work addict teachers.

Going beyond Kirkpatrick's Training Evaluation Model: The role of workplace factors in distance learning transfer

This article emanates from a longitudinal study of the impact of a distance education programme for teacher training on graduates' job performance, in which the authors built on the findings of a previous pilot study. After using Kirkpatrick's Training Evaluation Model in a previous study, one of the authors found there to be a strong relationship between graduates' completion of the programme and their performance at school. However, the model does not probe factors that impede on transfer of learning. Quite a number of the graduate participants indicated that they were faced with this problem. In order to further probe this phenomenon, the authors fused Baldwin's Transfer of Training Model with the second level of Kirkpatrick's model by using a mixed-methods enquiry. It became clear that the organizational climate of schools has a strong influence on the transfer of learning in the workplace. Suggestions are presented on how educators and school managers can work together effectively.

Organizational climate for innovation and creative teaching in urban and rural schools

Due to the impact of knowledge-based economies, all countries strive to foster creative education. Research has demonstrated that creativity is influenced both by individual characteristics and by the environment. Previous research examining creative teaching by teachers in Taiwan has typically focused on the relationships between creative teaching and innovative personal characteristics, school leaders’ behaviors, and internal motivation. The purpose of this study was to move beyond prior research to investigate the relationship between creative teaching behaviors and innovation-fostering elements of the organizational climate in schools. In addition, we examined the impact on teacher creativity of urban versus rural school location.

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.

Organizational Climate in Catholic Schools: The Development of a Concept

The purposes of this study were to look afresh at the concept of organizational climate in schools and to investigate the climate of a sample of Catholic schools. Sixty teachers in Catholic schools who had previously taught in state schools were interviewed. The teachers were located in four dioceses in New South Wales. Analysis of interview statements revealed that the 60 teachers perceived organizational climate to have eight elements or components—staff relationships, goal orientation, religious dimension, student behaviour, principal's leadership style, parent interaction, number of students, and work conditions. Some of these components are not identified elsewhere in the literature on organizational climate. Overall the teachers perceived their current Catholic schools to rate more favourably on all but one of the eight climate dimensions.

The organizational climate of schools

In recent years theorists have provided a number of schemata by which formal or complex organizations may be categorized. Although such schemes can be applied to schools the resultant classifications have added little to one's understanding of this special type of organization; nor have they in any significant way served as catalysts for educational research. Schools are umbilical organizations: they are conceived and born of a central administrative body but their links with such are never completely severed. Therefore, within education systems — local, state, national — there are to be found many similarities in the formal structure and processes of its school progeny. Nevertheless, even when schools within a system reflect closely the demands of their progenitor and achieve both the appearance and reality of a high degree of similarity, differences do exist. Theorganizational climate of schools is one such difference. Organizational climate is an elusive and intangible concept and yet it is one which may offer the educationist a means of better understanding the operation of schools. Attempts to come to grips with this phenomenon are largely attributable to the pioneering work of Halpin and Croft (1963). Certainly the bulk of school climate studies that have been completed during the last twelve or so years owe much of their rationale and instrumentation to Halpin and Croft's work. Application of the organizational climate description questionnaire (OCDQ) has been made to schools in at least eight countries and a number of important findings have emerged. During the late sixties and early seventies the OCDQ achieved something of bandwagon status in research projects in the field of educational administration. Although much of the “enthusiasm” for the study of school climate seems to have subsided and the use of the OCDQ is on a much smaller scale, investigations are continuing. The phenomenon is too important to abandon.

Standardized versus Unstandardized Factor Analysis in a Study of “Organizational Climate”

In this article, new arguments and empirical evidence are presented justifying the use of standardized R-analysis (or equivalently Q–technique) in certain types of factor-analytic studies. The standardized R–analysis analyses the intercorrelations among respondents based on their “ipsative” scores, as opposed to the unstandardized R–analysis (or equivalently R–technique)which analyses the intercorrelations among variables based on “normative” scores. Broverman (1) contended the commonly accepted view that since “ipsative” standardization results in some loss of information, unstandardized R–technique should be preferred over the standardized R–analysis and presented empirical arguments to support his view that the factors extracted by the two techniques are different in character. Our results and conclusions are generally supportive of Broverman’s view. The empirical evidence presented and discussed in this article taken from the study “Organizational Climate of Schools” by the author in which both techni...