School Organizational Climate Research Articles

The Relationship of Consultant Skill and School Organizational Characteristics with Teacher Use of School Based Consultation Services

This exploratory study investigated the impact of consultant skill, school organizational climate, and principal leadership behavior on teachers' use of school based consultation services. For the ...

The American School in the Political Socialization Process

This review addresses the question: What is known from empirical studies about the effects of schooling on the political socialization of American youth? School-level and classroom-level attributes are related to four political socialization outcomes: political knowledge, political attitudes and values toward society and politics, attitudes toward political participation, and participation in political or quasi-political affairs. The school curriculum is found to be effective in transmitting knowledge but not in influencing attitudes; social status of students influences these relationships. Classroom climate and student participation in school activities, and the school organizational climate were main factors found related to student political attitudes.

The American School in the Political Socialization Process

This review addresses the question: What is known from empirical studies about the effects of schooling on the political socialization of American youth? School-level and classroom-level attributes are related to four political socialization outcomes: political knowledge, political attitudes and values toward society and politics, attitudes toward political participation, and participation in political or quasi-political affairs. The school curriculum is found to be effective in transmitting knowledge but not in influencing attitudes; social status of students influences these relationships. Classroom climate and student participation in school activities, and the school organizational climate were main factors found related to student political attitudes.

The OCDQ: A Four Factor Solution for Australian Schools?

For almost a decade the OCDQ has proven to be one of the most “popular” instruments in research in educational administration. Developed by Halpin and Croft, the instrument claims to measure eight dimensions of a school's organizational climate. Such scores are then used to classify the school according to which one of six climate categories it belongs. Increasingly, the OCDQ is being subjected to closer scrutiny. Currently in the U.S.A. intense validation studies are in progress. This article reports on a similar study conducted in a sample of 72 primary schools in South Australia. Data from 727 respondents are analysed to produce a four factor solution. The factors are identified as supportiveness, operations emphasis, intimacy and disaffiliation.

Organizational Climate and Frequency of Principal-Teacher Communications in Selected Ohio Elementary Schools

Often it had been stated in organizational conflict theory that when organizational homeostasis became un balanced, the participants in conflict should communicate more. To test this assertion, the average total frequency of principal-teacher oral and written communications over an identical 20-day period were correlated with two empirically-determined variables, namely school organizational climate, explaining the nature of homeostasis, and teacher esprit, the degree of teacher satisfaction or morale. Thirty-seven cooperating Ohio elementary schools and their respective faculties formed the sample. The basic assumption was not upheld (p ^ . 05 ). Further refined statistical analyses of the data also failed to give additional support to the above con tention. Cautious inferences were then drawn.