Academic journal article The Journal of Educational Research

Relationship of Organizational Climate with Teachers' Job Satisfaction

Academic journal article The Journal of Educational Research

Relationship of Organizational Climate with Teachers' Job Satisfaction

Article excerpt


The educational organizations are main pillar of all learning activities (Getzels & Guba, 1970). The members of the community (administrators, teachers and learners etc.) perform their respective roles in a certain premises called schools. All the organizational members have different tasks to perform for smooth functioning of school organization (Campell, Corbally & Nystrand, 1983). As the employees are important assets of school organization, their personal interaction matters a lot towards the performance in such organizations (Sergiovanni & Starratt, 1988). This collaboration of school fellows forms the working sphere of institutes is finally called climate of the school. On the basis of that climate, every school distinguishes from other education organizations that affect the work of both teachers as well as (Sergiovanni & Starratt, 1988).

School climate is the reflection of norms, values, behavior, beliefs and attitude of head teachers, teachers, and students. A study conducted by Spencer, Pelote, and Seymour (1998) indicated that school climate comprises of working atmosphere, values, norms, and policies that effect the groups as well as i ndividuals' work. The school climate has an impact on learners' intellectual, emotional, social, and corporal development. The institutions are responsible for increasing better working relations among the workers.

In the view point of Stringer (2002), climate is the joint moods of people functioning in an organization on the basis of mutual activities and inspiration. Apparently, the term climate is common with environment and culture. They have differences among them. The organizational culture is the practical aspects of norms, morals and ideas in the operational perspective (Armstrong, 2009). Moreover, organizational environment is concerned with the working aspects of the organization. Rousseau (1990) explains the difference between climate and culture and propagated that climate is the general understanding and belief of workers about organization while culture is about manners, ethics, and expectations of employees on the basis of their dealings.

The difference between the two terms may be small and capricious. School climate is the utmost indicator of school and academic performance of students (VanHorn, 2003). It is empirically evident across the universe that school climate is the significant indicator for real collaboration amongst the instructors and head teachers (Halpin & Craft 1963). Furthermore, researchers investigated that culture is the unpretentious condition of associations about climate (French & French (1985). It is all about the tasks and performance of organizational members. It plays a vital character in changing and developing of an organization (Tahir, Basit, Haque, Mushtaq, & Anwar, 2010).

School climate has two types, open and close climate. An open climate is concerned with its open characteristics. It utilizes the space and legitimacy of relationship of teachers, heads pupils, and other stack holders (parents) (Black, 2007). The proponents of climate claimed that open climate is helpful and friendly and perform constructive role in improving teachers' devoutness. The teachers in an open climate are assumed to be obliging, tolerant, as well as noble to the profession. They always remain observant and helping to fulfill the students' needs with devotion (Ali & Hale, 2009). The heads and subordinates maintain positive relationships with students as well as parents. They build a team spirit that lead to guarantee of success. The literature revealed that in open school climate, the instructors show loyalty, devotion and pleasure in helping the students. It is admitted fact that open climate prefer the advancement of positive outcomes in students' academic achievement which finally stimulates better physical and mental health as well as job satisfaction among head teachers and teachers (Halphin, 1966). …

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