Literature review: Organizational School Climate Perceptions from Teachers and Principals
Various academic reformers and researchers have advanced differing definitions of organizational climate yet in all the advanced definitions, the components of an organizational climate seem to be similar. Freiberg and Stein (1999) points to thesis that school climate is the soul and the heart of a learning institution, that is the component of a school that motivates the principal, teachers and the students to be allured to the school and love to stay and always be associated by the school and its ...view middle of the document...
The school climate therefore implies either an outright improvement of work life. Schools characterized by the virtues of unity, trust and familiarity among the staff members will have a very efficient and effective team who are result oriented (Ali & Hale, 2009 Ali & Hale, 2009). In the same sense, the organizational climate is a form of energy whose effects are dependent on the way that this energy is directed and channeled. Some institutions will employ this energy in improving the work place while others would misuse it to the point of causing more problems and difficulties within the same institutions (Dimitri & Mieke, 2012). The two aforementioned generalizations have to be made if the climate has to be perceived as a representation of the capacity of the school to act efficiently and effectively. An improvement in the school coupled with an enhanced effectiveness on a sustainable basis cannot be achieved in the absence of a favorable school climate. The climate for improvement has to be one that is felt throughout the institution (Bear, Clare, Blank & Fang, 2011).
An organization’s social climate can be seen as a blend of two important interpersonal interaction dimensions; the interaction of teachers and the leadership of the principal. Analogically, the interaction in groups by teachers can be referred as synonymous to the topographical contours in a place while the leadership of the principal as the atmospheric conditions. The two combined result in a peculiar social texture unique to each organization referred to as its climate (Ali & Hale, 2009).
From academic viewpoint, the organizational climate is constituted of an interpersonal interaction between the behavior of the teachers and that of the principal (Grayson & Alvarez, 2008). To understand the perceptions of the teachers and the principal on the organizational climate it would be worthwhile to study these behaviors that interact as depicted the literature available since the inception of this revolutionary concept. Literature points to four main aspects of the principle’s behavior and four aspects of teachers, behavior. These aspects are discussed below;
Aspects of the Leadership Behavior of the Principal
Some principals have the tendency of isolating themselves from other teachers and avoid any form of intimate interaction with them. This is what is referred to as aloofness (Ali & Hale, 2009). This group of principals is strict at the observation of regulations and rules and expects all the members of staff and other subordinates to follow these rules to the letter and in spirit (Grayson & Alvarez, 2008). This attitude hinders the existence of a friendly and healthy academic atmosphere within the academic institution because most teachers are opposed to the autocratic leadership of their boss. Aloofness is therefore very important in the study of perception of teachers on the organizational climate due to its direct effect. Haplin (1966)...