School Organizational Climate Research Articles

THE MEDIATING ROLE OF PSYCHOLOGICAL WELL-BEING ON THE RELATIONSHIP BETWEEN SCHOOL ORGANIZATIONAL CLIMATE AND ORGANIZATIONAL CITIZENSHIP BEHAVIOR IN PUBLIC SCHOOLS

The purpose of this study was to determine the mediating role of psychological well-being on the relationship between school organizational climate and organizational citizenship behavior in public schools. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 256 respondents of the study who are teachers among public elementary schools in Cateel 1 and 2, Davao Oriental. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph using the Sobel z-test. From the results of the study, it was found that there is a very high level of school organizational climate, organizational citizenship behavior, and psychological well-being. Also, results revealed that there is a significant relationship between school organizational climate and organizational citizenship behavior, a significant relationship between school organizational climate and psychological well-being, and a significant relationship between psychological well-being and organizational citizenship behavior. Further, psychological well-being has a partial mediating effect on the relationship between school organizational climate and organizational citizenship behavior in public schools.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0758/a.php" alt="Hit counter" /></p>

Pengaruh Iklim Organisasi Sekolah Terhadap Motivasi Berprestasi untuk Mewujudkan Kinerja Pembelajaran

From this value, it is obtained that the decision Ho is rejected and H1 is accepted, so thatthe School Organizational Climate (X) variable has an effect on Motivation (Y) Achievement and Learning Performance (Z). The significance of the value of the test results above is also supported by the magnitude of the value of determination (R2YZX) of 0.1246 which also shows the magnitude of the contribution of School Organizational Climate to Achievement Motivation to realize Learning Performance, which is 12.46%, while the re-maining is 0.8754 or 87 ,54% influenced by other variables not included in the model. Theresults of testing the sub-hypothesis: School Organizational Climatehas a significant effecton Achievement Motivation, School Organizational Climate has no significant effect onlearning performance, and Achievement Motivation has a significant effect on learning performance. This study found a number of important problem findings: First, on variableX (School Organizational Climate), the findings of the problems that are considered important are the level of teacher participation in school organizations is still low despite theavailability of adequate facilities and infrastructure and located in the boarding school environment. Second, on the Y variable (achievement motivation), the findings of the problem that are considered important are the teacher's motivation in the learning process is stillnot strong. Third, on variable Z (learning performance), the findings of important problems include: Teacher performance in learning is not optimal, also in teaching and learning activities (KBM) the majority of teachers do not complete teacher administration. Theoretically, the research results have implications for the theories that form the basis of the research variables, which basically can function if the school's organizational climate and learning motivation can actually be implemented based on existing theories, but in reality these theories are notcan be fully implemented.

TEACHERS’ PERCEPTION TOWARDS ORGANIZATIONAL CLIMATE AT A BILINGUAL LANGUAGE PRIMARY SCHOOL IN ZHENGZHOU, CHINA

This study mainly aimed to identify the teachers’ demographic factors, to determine the level of teachers’ perception of the school climate, and to compare their perception according to their demographic factors including teachers’ gender, educational level, years of service, position. A total of 120 teachers from a private primary school in Zhengzhou were surveyed through questionnaire based on Tagurri’s (1968) school organizational climate theory.
 The study found that the level of teachers’ perception of the school climate was “relatively high”. Though there was no significant difference in teachers’ perception towards school climate according to their gender at the selected school, significant differences in teachers’ perception towards school climate according to their educational levels, years of service and positions existed. Teachers with high educational levels had more positive perceptions towards the school climates at the selected school in Zhengzhou, China. Teachers with more than 15 years of service had the most positive perceptions towards the school climates at the selected school. Teachers with high administrative positions had more positive perceptions towards the school climates at the selected school in Zhengzhou, China.

School Organizational Climate and Job Satisfaction Among Selected School Head in Bongao Island of Tawi-Tawi: A Correlational Study

This study examines the organizational climate and jobs satisfaction of selected elementary teachers in Bongao island of Tawi-Tawi. Relationship of the school head profile, to the school organizational climate and job satisfaction was also examined. Using descriptive correlational case study design, the investigation was participated by 50 school heads that were purposively selected through convenient sampling. The results of the statistical analysis revealed that most school head claimed to have favorable organizational climate that is friendly warming and transparent. Likewise, most of them also claimed that they are satisfied with their job. However, despite of it they still said that there is a need to enhance their organizational climate to make them more satisfied to their job, and at the same more support from the government is needed for them to have a self-fulfilling job. On the other hand, findings also revealed that the profile such as age, gender, educational attainment and salary positively influence their organizational climate and job satisfaction. The relationship was highly significant, and their opinions significantly differed. Equally, organizational climate highly influences their job satisfaction and their relationship is directly proportional. As such, organizational leaders, employees/teachers profile has significant bearing in promoting favorable organizational climate while organizational climate has significant contributions in promoting the job satisfaction of the workers.

INSTITUTIONAL COMMITMENT OF THE SECONDARY SCHOOL TEACHERS IN RELATION TO ORGANISATIONAL CLIMATE AND LEADERSHIP STYLE OF THE HEAD OF THE INSTITUTION: A STUDY

The present study has aimed to explore the relationship among Institutional Commitment of secondary school teachers, Organizational Climate and Leadership Style of the Head of the Institutions of West Bengal. For this present study, the investigators have followed multi-stage and stratified random sampling method. 400 secondary school teachers 40 head of the institutions who can read and speak Bengali language are selected from 40 secondary schools of West Bengal and are engaged in this study. The data was analysed with SPPS (version 26.0). The study reported that institutional commitment does not differ significantly between male and female secondary school teachers. This means that gender is not a determining factor for institutional commitment of school teachers. Again, the study revealed there is a significant difference existing between different levels of Institutional Commitment and different levels Organizational Climate. But there is no significant difference found between different levels of institutional commitment and leadership style. KEYWORDS: Institutional Commitment, Leadership Style, Organisational Climate, School Teacher

교장의 변혁적 리더십, 학교조직풍토, 학교조직효과성 간의 구조적 관계

The purpose of this study was to the identify the mediating effect of school organizational climate in the relationship between principal’s transformational leadership and school organizational effectiveness perceived by elementary and secondary school teachers. To examine this study, 794 samples from elementary, middle, and high schools in U Metropolitan City were collected. The data were analyzed by measurement model and structural model analysis using SPSS 26.0 and AMOS 26.0.
 The results of the study were as follows. First, there were positive correlations among all of the transformational leadership, school organizational climate and school organizational effectiveness. Second, the direct effect of transformational leadership on school organizational effectiveness(β=.307, p<.01) and the indirect effect through school organizational climate(β=.370, p<.01) were both significant. Third, it was found that school organizational climate partially mediated the transformational leadership and school organizational effectiveness.
 Through this study, it was confirmed that transformational leadership had a greater impact on school organizational effectiveness through school organizational climate. Therefore, in order to increase the effectiveness of school organization, it requires various approaches such as creating an environment and developing programs for improving the school organizational climate based on transformational leadership.

Prophetic-based Conflict Management Model in Senior High School

The lack of competence of principals in resolving conflicts in schools is of particular concern because it is related to the progress of an educational institution. This study aims to develop models and research products that are useful for education and literacy used by school principals in managing conflict in schools. The research method used is the research and development of the ADDIE model. The research subjects were linguists, materials experts, and learning design experts to validate research products, while to test user responses, the subjects selected were the principal of SMA PGRI Metro City, SMA Ma’arif 1 Metro City, and SMA Muhammadiyah 02 Metro City. Data collection was done using questionnaires, and the results were analyzed qualitatively and descriptively. This research went through several stages, namely: 1) the model development stage, which was carried out at the analysis stage, namely analyzing the characteristics of the school; 2) the feasibility of a prophetic-based conflict management model product; and 3) the use of the prophetic conflict management module through user response testing. As a result, prophetic conflict management is in the very good category to use. The format and layout aspects of the conflict management module fall into the very appropriate category. In the aspect of writing, the Prophetic conflict management module is in the very appropriate category. In the aspect of formulating the outline of the material, the principal must improve conflict management skills by participating in training or developing conflict management capacity in schools. The implementation of the principal’s role in creating a harmonious and comfortable school organizational climate can be realized if he can demonstrate fair and responsible leadership behavior.
 Keywords: Principal, Prophetic-Based Conflict Management

School Organizational Climate and Leadership Styles among School Admin-istrators: Effect on the Teacher’s Level of Performance

This study's main goal was to determine the effect of the school's organizational climate and administrator's leadership styles on the teacher's level of performance in the selected Apostolic Vicariate of Bulacan (AVB) Parochial Schools. The teachers at six chosen AVB parochial schools served as the study's primary respondents. The tool utilized was a four-part questionnaire about the culture of the organization, the leadership style, and the effectiveness of the teachers. Frequency distribution, standard deviation, descriptive measures, and standard linear regression analysis were the statistical techniques utilized to quantify and infer the relationship between the relevant variables. The findings showed that gender and the highest educational degree are important predictors of instructors' performance levels at the 0.05 significance level. It was also determined that leadership style and organizational climate had no significant impacts on the teachers' performance. Suggestions on a collaborative effort by the administration, teachers, and students should be looked into and evaluated for the further enhancement of this study.

THE RELATIONSHIP BETWEEN SCHOOL ORGANIZATIONAL CLIMATE AND PRIMARY TEACHER’S COMMITMENT IN MALAYSIA

The purpose of this study was to examine the relationship between school organizational climate and teacher’s commitment. This study focused on four dimensions of school organizational climate which are institutional vulnerability, professional teacher, collegial leadership and achievement press. A quantitative survey method was applied and randomly tested with a sample of 170 teachers from seven government primary schools in the district of Arau, Perlis, Malaysia. The instrument used in this study was adapted from Organizational Commitment Questionnaire (OCQ) and the Organizational Climate Index (OCI). Analyses of the data gathered were presented using Statistical Package for Social Science (SPSS) version 21. The findings indicated that the relationship of school organization climate and teachers’ commitment is moderately strong.

The extent of People-Oriented Organizational Climate and Employees Job Satisfaction affecting Job performance in Private schools in Sharjah

The purpose of this study is to determine whether the school organizational climate effects the satisfaction of the employees in private schools in Sharjah. It also tries to examine if they both contribute significantly to increase the teachers’ work performance. The used data were collected from previous academic published researches, in which the researchers used different methods to analyze their studies such as surveys and questioners which were made in different schools for employees with different ages and genders. It was collected through a questionnaire given to 180 teachers in 4 private schools in Sharjah. The observation of the results showed that there is a direct impact to organizational climate on job performance through the job satisfaction.

Pengaruh Iklim Organisasi Sekolah Terhadap Motivasi Kerja Guru SD di Kecamatan Kaliwungu Kabupaten Kudus

The research objective was to analyze the effect of organizational climate on the work motivation of elementary school teachers in the Kaliwungu sub-district, Kudus Regency. This type of research is quantitative. The research approach used in this study used ex post facto research. The population of this study were all elementary school teachers in Kaliwungu District, Kudus Regency, totaling 240 teachers. The research sample was 150 teachers using a proportional random sampling technique. The research instrument was a questionnaire. Data analysis consisted of validity test, reliability test, normality test, linearity test and linear regression test. The results showed that there was an effect of school organizational climate on teacher work motivation in the Kaliwungu sub-district, Kudus Regency with the regression equation Y = 48.937 + 0.362X

The Impact of Organizational Climate on Teacher Enthusiasm: A Two-Staged Structural Equation Modelling–Artificial Neural Network Approach

Abstract The purpose of this article is to examine the influence of the school organizational climate on teacher enthusiasm. A sample of 600 teachers was drawn using a multi-stage random sampling method. The study variables were assessed using two main instruments: the organizational climate scale and teacher’s enthusiasm scale. A two-staged structural equation modelling and artificial neural network approach was used for the analysis. The study has unveiled the importance of the school’s organizational climate in determining the enthusiasm level of teachers. All the dimensions of organizational climate acted as significant predictors in the model. The study encourages periodic examination of the school climate and teachers’ enthusiasm to take any decisions or initiatives necessary to address deficiencies in schools.

Mediating Effect of Emotional Intelligence on the Relationship Between Authentic Leadership and Organizational Climate Among Public School Teachers

This investigation is focused on the mediation effect of emotional intelligence on authentic leadership of school heads and organizational climate. This study covered the public schools in Magsaysay North and South Districts with 311 teacher respondents. This study used a descriptive correlation technique in a non-experimental design The statistical techniques employed were mean, Pearson r, and AMOS path analysis. Research instruments on emotional intelligence, authentic leadership of school heads, and organizational climate were examined and used as data sources. Findings indicated that the level of authentic leadership of school heads is high. Correspondingly, the level of organizational climate in the public schools of Magsaysay North and South Districts is described as high. Moreover, the level of emotional intelligence of school heads is described as very high. Subsequently, there is a significant relationship between the school heads’ authentic leadership and their emotional intelligence. There is a significant relationship between School Heads’ emotional intelligence and organizational climate. Distinctly, there is a significant relationship between School Heads’ authentic leadership and organizational climate. Conversely, the mediation effect of emotional intelligence on the relationship between authentic leadership and organizational climate was analyzed using path analysis. The data on the Path Analysis - paths authentic leadership (X), emotional intelligence (M), to organizational climate (Y); are both significant. The result of a full mediation analysis indicates that emotional intelligence fully mediates the relationship between authentic leadership and organizational climate.

INTERAKSI ANTARA IKLIM ORGANISASI SEKOLAH DAN SEMANGAT UNTUK MENGAJAR TERHADAP KESEJAHTERAAN PSIKOLOGI GURU DI SEBERANG PERAI TENGAH, PULAU PINANG

Psychological well-being means the individual's ability to accept themselves and others in their environment as well as knowing their own potential in addition to developing their existing potential. Teachers are one of the important elements in pedagogy to produce quality education, especially in mastering 21st century learning skills. The imperfect psychological well-being of teachers can affect their quality of life. School organizational climate is a general concept that includes the environment experienced by educators and patterns their behavior especially in the school area. Based on Social Cognitive Theory (Bandura, 1986; 1997), this study investigates the interaction between the school's organizational climates on the psychological well-being of teachers in Seberang Perai Tengah, Penang in addition to Passion for Teaching used as a mediator between the two variables. To test the suggested hypothesis, data was collected through a questionnaire. The sample of this study consists of 196 teachers who teach in the Seberang Perai Tengah district, Penang who use the rules of thumbs by Roscoe et al. (1975) This study has found that the relationship between the School Organizational Climate and the psychological well-being of teachers is related, but the passion for teaching as a mediating variable used in this study does not show a relationship between the organizational climate and the psychological well-being of teachers. Based on the findings of the study, the methodology, theoretical and practical implications of the study were discussed. Recommendations for future research are also presented.

THE INFLUENCE OF SCHOOL ORGANIZATIONAL CLIMATE, WORK ENVIRONMENT AND JOB SATISFACTION ON TEACHER PERFORMANCE AT STATE JUNIOR HIGH SCHOOL KUTABLANG BIREUEN DISTRICT

This study aims to determine the factors that influence teacher performance in terms of aspects of school organizational climate, work environment and teacher satisfaction factors. This research is a survey using quantitative and associative descriptive methods with the object of research being teachers who work at SMP Negeri Kutablang Bireuen District. Data analysis in the framework of hypothesis testing through statistical inference with multiple regression analysis approach. The results of the study, it was found that; (1). (1). There is a partial significant effect of School Organizational Climate (SO), Work Environment (WE) and Teacher Job Satisfaction (TS) on Teacher Performance (TP), with the regression equation TP = 16.458 + 0.470 SO + 0.518 WE + 0.339 TS. (2). Simultaneously it is proven that the variables of school organizational climate, work environment and job satisfaction have a significant effect on performance with a contribution of 40.5%. While the remaining role of variables not examined was 59.5%, including motivation, work discipline, school culture, teacher competence, and others

Teachers’ Performance During the COVID-19 Pandemic in Indonesia: Causality and Comparison

<p style="text-align:justify">The greatest impact of the COVID-19 pandemic on Indonesian education was the decline in teacher performance. In light of this information, this study analyzes the role of supervision, salary and benefits, school climate, training and development, and perceived organizational support in moderating the impact of competence on teacher performance during the COVID-19 pandemic. This study also compares the relationships between employed government and private teachers. Data were collected through questionnaires to teachers with a sample of 166 government teachers and 175 private teachers in primary and secondary schools through a Google form and analyzed using moderated Structural Equation Modeling-Partial Least Square (SEM-PLS), multigroup, and multilevel analysis. The results showed that salary and benefits, training, and development did not affect the performance of public school teachers. In contrast, only salary and benefits did not affect teacher performance for private teachers. Moreover, only supervision significantly moderated the effect of competence on the performance of public school teachers. However, supervision, salary, benefits, school climate, training and development, and perceived organizational support did not affect private teachers' performance. The Ministry of Education or the Foundation needs to review and improve the mechanisms of training and development, supervision, and school organizational climate to promote optimal teacher performance during the pandemic.</p>

Pengaruh Kepemimpinan Transformasional Kepala Sekolah dan Iklim Organisasi Sekolah terhadap Produktivitas Sekolah: Studi Kasus di SMPI Nuurushshibyan (YAPIN) Cileungsi


 The problem of education in Indonesia still requires extra attention, both in terms of government policies and internal problems at the school level. The school as an organization is led by a principal who is authorized to apply a certain leadership style for the realization of the school's goals. To achieve the goals of national education and realize the vision of the school, factors are needed that can be successful ranging from leadership, educators, staff, infrastructure, work climate and several factors in it. So that the objectives of this study are: (1) To analyze how much influence the principal's transformational leadership has on school productivity at SMPI Nuurushshibyan Cileungsi; (2) To analyze how much influence the school organizational climate has on school productivity at SMPI Nuurushshibyan Cileungsi; (3) To analyze how much influence the principal's transformational leadership and climate school organization of school productivity at SMPI Nuurshshibyan Cileungsi. This research uses a quantitative approach, using a descriptive study method, which is a method directed at solving problems by explaining or describing what the results of the study are, all populations are made into samples so that they are called saturated samples. The results of this study are; (1) The influence of transformational principal leadership on productivity was highly influential by 36.4%; (b) The organizational climate has a 34.5% influence on school productivity; and (c) For transformational principal leadership and the school's organizational climate both have a 72% effect on school productivity.
 Keywords: Transformational Principal leadership, organizational climate and school productivity.

The Impact of Organizational Climate Dimensions on School Performance: A Study of UAE K-12 Private School Managers

This study was aimed to investigate whether the United Arab Emirates (UAE) K-12 school managers are conversant with school organizational climate (SOC) in maintaining school performance (SP), and to explore which school organizational climate (SOC) dimensions is mostly observed by the school managers in upholding the school performance. This study also investigated the significant relationship between SOC and school performance (SP) and established whether SOC as a whole or any of its dimensions is a significant predictor of school performance based on the perceptions of UAE K-12 private school managers. The questionnaire used was adapted from Jeswani and Dave, and Lasisi. Utilizing the mean scores, correlation matrix and regression analyses, the findings revealed relatively moderate positive awareness of the school managers about SOC. The findings also showed that there is a significant correlation between SOC and SP, and that SOC is also a significant predictor of SP. Nevertheless, of the SOC dimensions, only communication and supervision were discovered as significant predictors of school performance. On the other hand, orientation, decision-making, and reward management proved to be critical dimensions of SOC as they were found wanting in contributing to the prediction of the study’s model. This issue can be resolved by enhancing the approach used in implementing orientation, decision-making and reward management within the context of the UAE K-12 schools. As an implication, UAE government, education policy makers as well as school managers are encouraged to create and sustain SOC as it proved to be a significant predictor of school performance.

Transactional Factors for Special Education Teachers’ Burnout: A Systematic Review

Predictive factors for burnout are essential for both explaining and preventing teacher burnout. Unlike individual and organizational factors, transactional factors (i.e., interactions between individual and organizational factors), despite their importance, have not been systematically synthesized. Therefore, this study aims to explore which transactional factors were examined and how they predicted burnout among special education teachers in Korea through a systematic review of studies published in the last decade (from 2011 to 2021). In the 17 studies, nine factors (job stress, emotional labor, empowerment, organizational commitment, teacher efficacy, job satisfaction, perceptions of students’ problem behaviors, social support, and school organizational climate) were identified as transactional factors of burnout. Most factors were directly or indirectly associated with special education teachers’ burnout. Practical implications for teachers, study limitations, and directions for future studies are also discussed.

Pengaruh Kepemimpinan Transformasional Kepala Sekolah dan Iklim Organisasi Sekolah terhadap Produktivitas Sekolah: Studi Kasus di SMPI Nuurushshibyan (YAPIN) Cileungsi

The problem of education in Indonesia still requires extra attention, both in terms of government policies and internal problems at the school level. The school as an organization is led by a principal who is authorized to apply a certain leadership style for the realization of the school's goals. To achieve the goals of national education and realize the vision of the school, factors are needed that can be successful ranging from leadership, educators, staff, infrastructure, work climate and several factors in it. So that the objectives of this study are: (1) To analyze how much influence the principal's transformational leadership has on school productivity at SMPI Nuurushshibyan Cileungsi; (2) To analyze how much influence the school organizational climate has on school productivity at SMPI Nuurushshibyan Cileungsi; (3) To analyze how much influence the principal's transformational leadership and climate school organization of school productivity at SMPI Nuurshshibyan Cileungsi. This research uses a quantitative approach, using a descriptive study method, which is a method directed at solving problems by explaining or describing what the results of the study are, all populations are made into samples so that they are called saturated samples. The results of this study are; (1) The influence of transformational principal leadership on productivity was highly influential by 36.4%; (b) The organizational climate has a 34.5% influence on school productivity; and (c) For transformational principal leadership and the school's organizational climate both have a 72% effect on school productivity.
 Keywords: Transformational Principal leadership, organizational climate and school productivity.