Administration and Supervision

Organizational Climate
Open Closed Climate Comprehensive Assessment of School Environment (CASE) School Learning Climate Assessment Pupil Control Ideology

Nathaniel C. Vallo

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Topic: Organizational Climate Objectives: Define organizational climate: Discuss the following well-known construct for conceptualizing organizational climate in school; Open Closed Climate Comprehensive Assessment of School Environment (CASE) School Learning Climate Assessment Pupil Control Ideology

Organizational ClimateThe process of quantifying the culture of an organization. It is a set of properties of the work environment, perceived directly or indirectly by the employees, that is assumed to be a major force in influencing employee behavior. Refers to the total environmental quality within an organization. Analogously, personality is to the individual and organizational climate is to an organization.

Four well known constructs for Conceptualizing Organizational Climate in Schools Traditional- focused on adults in the form of Non- Traditional- or avenues of the traditional teachers and principal-teachers relations. shifted from a management orientation to a focus on students, teachers, and parents. Open Closed Climates Comprehensive Assessment of School Environment (CASE) School Learning Climate Assessment Pupil Control Ideology

Open Closed Climates Open Climate describes as an energetic, lively organization that is moving towards its goals and that provides satisfaction for group members social needs. Satisfaction on task achievements and social needs seems to be easily obtained easily and almost effortless. Authenticity of behavior among all members is the main characteristic of this climate. Closed Climate- stagnant, esprit is low because group members neither secure social need satisfaction nor task achievement satisfaction. Members behavior is inauthentic.

Comprehensive Assessment of School Environment (CASE) It is an instrument in which the principal aim of its measures and procedures is to foster school improvement. The data gathered can also be used in preparing school reports required by the state and regional accrediting agencies. Interactive Model of School Environment-formulated by the National Association of Secondary School Principal (NASSP) Task Force It is a general model depicting the contextual, input, mediating, and outcomes variables of school environment. It goes beyond a simple consideration of school climate to encompass a full range of inputs and outputs to the process of school improvement.

The NASSP School Climate Survey collects and measures data about perceptions on the following subscales: Teacher-Student Relationship. The Quality of interpersonal and professional relationships between teachers and students Security and Maintenance. The quality of maintenance and the degree of security people feel at the school Administration. The degree to which school administrators are effective in communicating with different role groups and in setting high performance expectations for teachers and students Student Academic Orientation. Student attention to task and concern for achievement at school Student Behavioral Values. Student self-discipline and tolerance for others Guidance. The quality of academic and career guidance and personal counseling services available to students

Student-Peer Relationship. Students care and respect for one another and their mutual cooperation Parent and Community School Relationships. The amount and quality of involvement in the school of parents and other community members Instructional Management. The efficiency and effectiveness of teacher classroom organization and use of classroom time Student Activities. Opportunities for and actual participation of students in schoolsponsored activities

School Learning Climate Assessment It is an instrument that measures some aspect of the school environment that is known to be related to student learning. This instrument has been validated to distinguish between high achieving and low achieving schools. The seven school learning climate/effectiveness factors: Administrative Instructional Leadership. The focus of the school is on instructionalrelated behavior as opposed to management-oriented activities. Indicators: The effective teacher instructs all students to mastery; the good student is a high achiever; and the effective principal is an instructional leader who promotes high achievement for all students. Emphasis on Achievement. This factor is related to the schools mission and goal consensus among faculty, including a commitment that all students will learn well. Schools that focus their attention on learning basic skills effect higher student achievement. Expectations and Evaluations of Students. These two variables tap both present and future dimensions of the extent to which teachers actually expect their students to learn and believe their students have the ability to learn. This factor is reflected in the ideology of the school concerning the beliefs and attitudes of the faculty. Using Test Data to Evaluate Programs. Effective use of assessment data include continuing diagnosis, feedback, and monitoring of students progress; accurate records of instructional mastery for all students; corrective instructional information; and school wide data used for evaluating and improving the schools instructional program. Safe and Orderly Environment. This refers to the maintenance of orderly, work-oriented school environment and classroom discipline. A school cannot function effectively unless all students, teachers, and administrator work together. Grouping for instruction- refers to extent to which students are grouped and tracked between and within classes. More grouping and tracking is negative in effect. the overall achievement of the school tends to be lower. Time for Intruction- refer to the relationship of time-on-task and learning. The higher percentage of academic time, the higher the student learning

Pupil Control Ideology Willower, et al., (1973) defined pupil control ideology as the teacher's stated belief regarding the control of students in classrooms and schools. This ideology is operationalized and measured by the PCI Form on a scale that ranges from a custodial to humanistic perspective. Humanistic to Custodial Continuum refer to the contrasting types of individual ideology and the types of school organization that Willower and his colleages seek rationalize and justify. Humanistic School Custodial School

Students learn through cooperative interaction and expericence a humanistic pupil control orientation emphasizes the psychological and sociological bases of learning and behavior, an accepting, trustful view of students, and confidence in their ability to be self-disciplining and responsible.

Rigid and higlhly controlled setting stresses the maintenance of order, impersonality, unilateral-downward communication, distrust of students, and a punitive, moralistic orientation toward the control of students.

Pupil Control Ideology As measure of the climate of the school: it was found out base on studies and research that; humanism in school pupil control ideology was associated with openness in organizational climate. Custodial schools appear to have o Techers with low morale, reflecting to low job satisfaction with respect to both task-achievement and social need satsifaction. o Principals who are ineefective in directing the activities of teachers thruogh personal example. o Techers who do not work well together, resulting in inimal group achievement. Custodialism in pupil control ideology and pupil control behavior were associated with students negative reaction to quality of school life. There is a relationship between teacher humanism in pupil control ideology and student reports of the quality of school life. There is a relationship between teacher humanism in pupil control ideology and students' high satisfaction with school. There is a relationship between teacher humanism in pupil control ideology and student reports of positive commitment to class work.

There is a relationship between teacher humanism in pupil control ideology and student reports of favorable student-teacher relationships.

Summary Organizational climate is the process of quantifying the organizational culture. Analogously,

personality is to the individual and organizational climate is to an organization.

There are four well-known constructs in conceptualizing organizational climate in school. Open Closed Climate, Comprehensive Assessment of School Environment (CASE), School Learning Climate Assessment, and Pupil Control Ideology. Open-closed climate focuses on principal-teacher relation. In an open-closed continuum, a greater intensity to an open climate is favorable. The stand of the school based on this method is determined by using the QCDQ. Climate, Comprehensive Assessment of School Environment (CASE), School Learning Climate Assessment, and Pupil Control Ideology are avenues to the traditional way. The emphasis to managerial way or management orientation as focus on studies to school climate has shifted to a focus on students, teachers, and parents. Conclusion An effective school can be obtained from an open climate or humanistic school that gives favorable results. Perceptions of climate held by the stakeholders (parents, students, and teachers) are mediating variables-influencing factors not outcomes measures. Student satisfaction is both a mediating variable and an outcome measures. Therefore students satisfaction is a measure of school effectiveness not school climate.