Four Well-known Contructs for Conceptualizing Organizational Climate in School

Objectives
Define organizational culture:
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 Climate
The 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 Non- Traditional- or avenues of the form of teachers and the traditional shifted from a principal-teachers relations. 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

Studies of orgnization climate contain elements of leadership, motivation, and job satisfaction.

Open Closed Climates

Andrew Halpin and Don Croft postulates a conceptual

continuum that extend from open to close climates. In order to know the position of the school in the open to closed continuum they constructed an intrument called Organizational Climate Description Questionare (QCDQ).

Intensity Scale Characteristics Teachers Behavior Disengagement indicates that teachers do not work well together. They pull in different directions with respect to the tasks; they gripe and bicker among themselves. Hindrance refers to teachers feelings that principal burdens them with routine duties, committee demands, and other requirements, which teachers construe as unnecessary busy-work. Esprit refers to morale. Teachers feel that their social needs are being satisfied while enjoying a sense of accomplishment in their job. Intimacy refers to teachers enjoyment of friendly social relations with each other. ++ Open Closed

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Source:Adapted from Andrew W. Halpin, Theory and Research in Administration (New York: Macmillan, 1966), pp. 150-151. * ++ very high emphasis; + high emphasis; - low emphasis; -- very low emphasis

Intensity Scale Characteristics Principals Behavior Aloofness refers to formal and impersonal principal behavior; the principal goes by the book and maintains social distance from her teachers. Production emphasis refers to behavior that is characterized by close supervision of the staff. He is highly directive and task-oriented. Thrust refers to the behavior in which an attempt to move the school is made through the example that the principal sets for teachers. Consideration refers to the behavior that is characterized by an inclination treat teachers humanly, to try to do a little something extra for them in human terms. + Open Closed

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Source:Adapted from Andrew W. Halpin, Theory and Research in Administration (New York: Macmillan, 1966), pp. 150-151. * ++ very high emphasis; + high emphasis; - low emphasis; -- very low emphasis

Open Closed Climates

Open Climate
describes as an energetic,

Closed Climate
stagnant, esprit is low

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.

because group members neither secure social need satisfaction nor task achievement satisfaction. Members behavior is inauthentic.

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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. It is designed to elicit responses from all major stakeholders groups(parents, teachers, and student).

Interactive Model of School Environment

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 school-sponsored activities

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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 instructional-related behavior as opposed to management-oriented activities. 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. 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.

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The seven school learning climate/effectiveness factors:

Safe and Orderly Environment. This refers to the

maintenance of orderly, work-oriented school environment and classroom discipline. Grouping for instruction- refers to extent to which students are grouped and tracked between and within classes. Time for Intruction- refer to the relationship of timeon-task and learning.

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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
Students learn through

Custodial School
Rigid and higlhly controlled

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.

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

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
Techers with low morale, reflecting to low job

satisfaction with respect to both task-achievement and social need satsifaction. Principals who are ineefective in directing the activities of teachers thruogh personal example. 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 studentteacher relationships.
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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-knowm contructs 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 openclosed 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. 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.

Thank You!