EDUCATIONAL ADMINISTRATION

CHAPTER 6
‘ORGANIZATIONAL CLIMATE OF SCHOOL’
Noraisyah binti Nordin (2019385467)
Insyirah binti Sharipuddin (2018845882)
Bibi Nurul Atika binti Osman (2018466976)
 LEARNING OUTCOMES:

ORGANIZATIONAL CLIMATE
 Definition of Organizational Climate
 A Climate of Organizational Openness
1  A Climate of Organizational Health
 A Synthesis: The Organizational Climate Index
 A Climate of Citizenship

CHANGING THE CLIMATE OF SCHOOL

2 • The Clinical Strategy
• The Growth-centered Strategy
 Organizational Climate Definition (Page 209)
Marshall Poole
Renato Taguiri  Concern with large units; it characterizes
properties of an entire organization or major
A particular configuration of subunits.
(Andrer W. Halpin & enduring characteristic of the  Describes a unit of organization rather than
Don B. Croft) ecology, milieu, social system and evaluates it or indicates emotional reaction to
culture would constitute a climate it
Organizational Climate as much as a particular  Arise routine organizational practices that are
Description Questionnaire configuration of personal
(OCDQ) 1966 1968 important
characteristics constitute a  Influence member behaviours and attitudes.
personality

1962 BH Gilmer 1968 Robert Stringer 1985

Those Characteristic that A set of measurable properties of
distinguish the organization the work environment, based on
from other organizations and the collective prospections of the
that influence the behaviour people who live and work in the
of people in the organization. environment and demonstrated to
influence their behaviour
 A Climate Organizational Openness
(Page 210)

• To measure important aspects of

teacher-teacher and teacher-
principle
• Contemporary version of
OCDQ includes:
• Elementary School
• Middle school
• High School
Dimension of the OCDQ-RE (page211)
Dimension of the OCDQ-RE (page211)
 Closed & Open Climate (page 212)

Closed Climate Open Climate

(Principle) (Principle)
Stressing routine trivia & unnecessary busy work Listen and open to teacher suggestion

Unsympathetic, unconcerned &unresponsive Give genuine and frequent praise

Controlling & rigid Respect the professional competence

Non supportive , inflexible, hindering
Freedom to perform without close scrutiny
(Teacher)
Provide facilitating leadership behaviour
Teachers responding minimally & exhibit little
commitment (Teacher)
General suspicion and lack of respect of Support open and professional interaction
teachers for each other
Divisive intolerant, apathetic & uncommitted Know each other well and close friend

Cooperate and committed to their work

 OCDQ: Some Re-
search Finding (Page 213)
Schools with open climates have less sense of student alienation towards the school and its personnel than those with
closed climates.
(Hartley and hoy, 1972)

Open school Climate are characterized by higher level of loyalty and trust, faculty trust both in the principal and in
colleagues
(Tarter and Hoy, 1988; Reiss, 1994; Riess & Hoy, 1998)

Openness of the climate is positively related to teacher participation in decision making

(Barness 1994)
 A CLIMATE OF CITIZENSHIP (page221-222)
ORGANIZATIONAL CITIZENSHIP:
Behaviour that goes beyond the formal responsibilities of the role by actions that
occur freely to help others to achieve the task at hand.

CITIZENSHIP BEHAVIOUR has 5 specific aspects highly related to schools:

1. Altruism (helping new colleagues and freely giving time to others)
(DiPaola and 2. Conscientiousness (using time efficiently and going beyond minimum expecta-
et. al, 2005b)
tions)
3. Sportsmanship (spending time on constructive efforts and avoiding complaining)
4. Courtesy (providing advance notices and reminders)
5. Civic Virtues (serving on committees and voluntarily attending functions)
OCB: SOME RESEARCH FINDINGS (Tool to measure important aspect of school climate)
(DiPaola and Hoy, -Organizational citizenship is consistently related to other organizational properties
2005a, 2005b)
(collegial principal behaviour, teacher professionalism, academic press and etc.)
-School with highest degrees of citizenship are more effective and have high level of
students achievement.
(Mott, 1972,
Uline [Link] 1998) -Effective school are efficient, flexible, adaptable and innovative.
 CHANGING THE CLIMATE OF SCHOOLS
(page 223-224)
THE CLINICAL STRATEGY
A specific action-oriented approach to change. Steps involves:
1. Gaining knowledge of the organization
-Careful observation, analysis, study, also can use (OCDQ, OHI, PCI, and
OHB findings).
2. Diagnosis
-Implement conceptual capital to diagnosing trouble areas (poor morale, high
disengagement, distorted communication, unilateral decision making and etc).
3. Prognosis
-Judges the seriousness of the situation and improve the situation.
4. Prescription
-Administrator should change the norms and values of the teachers subculture.
5. Evaluation
-Evaluate the prescriptions steps with continuous monitoring and evaluation.
THE GROWTH-CENTERED STRATEGY (page224)

Change is a property of Change should imply

healthy school organizations progress

Changes has direction Teachers have high potential

for the development and im-
plementation of change
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