School climate and teacher commitment of selected high schools

Abstract

This study focuses on school climate and teacher commitment of selected high schools in Taungdwingyi Township. The purpose of this study was to determine whether the relationship between school climate and teacher commitment in selected high schools. The subjects of this study involved all teachers who have had at least one year service in selected schools. Quantitative research method was used in this study. For quantitative study, Organizational Climate Index (OCI) developed by Hoy et al. (1991, cited in Dogulas, 2010) was used to study the various types of school climates and Organizational Commitment Questionnaires (OCQ) developed by Mowday et al. (1979, cited in Dogulas, 2010) was used to find out the level of teacher commitment. The Statistical Package for Social Science (SPSS Software version 16) is used to analyze the data obtained. Organizational Climate Index (OCI) measured four dimensions of school climate: collegial leadership, professional teacher behavior, achievement press and institutional vulnerability. Descriptive statistics explored that the teachers from selected high schools were responded with the mean of collegial leadership (X=3.96), professional teacher behavior (X=4.14), achievement press (X=3.69) and institutional vulnerability (X=4.12) respectively. The selected schools rather possessed professional teacher behavior than other three dimensions. Descriptive statistics revealed that all selected schools had positive school climate. Organizational Commitment Questionnaires (OCQ) used to know the level of teacher commitment in selected schools. Descriptive statistics explored that the teachers from selected high schools were responded with the mean of Identification (X=3.84), Involvement (X=4.12) and Loyalty (X=4.08). According to the data, all teachers were committed to their schools and students. Pearson correlation (r) showed a statistically significant, positive relationship between school climate and teacher commitment. Accordingly, significant relationship was between school climate and teacher commitment by studying the research findings. So, the results of this study supported that the school climate have possible impact on the teacher commitment in selected high schools according to the quantitative findings.

Abbreviations

BEHSBasic Education High School

PTsPrimary Teachers

JTsJunior Teachers

STsSenior Teachers

BABachelor of Arts

BScBachelor of Science

BEdBachelor of Education

MAMaster of Arts

MScMaster of Science

MEdMaster of Education

LLBBachelor of Law

SPSSStatistical Package for Social Science

OCIOrganizational Climate Index

OCQOrganizational Commitment Questionnaires 

 

Table of Contents

Page

Acknowledgementsiii

Abstractiv

Abbreviationsv

List of Tablesviii

List of Figuresix

CHAPTER

1.Introduction1

1.1 Significance of the Study1

1.2 Aims of the Study2

1.3 Research Questions3

1.4 Limitations of the Study3

1.5 Definitions of Key Terms3

1.6 Organization of the Study4

2.Review of Related Literature6

2.1 Organizational Climate6

2.2 Organizational Climate Theory7

2.3 School Climate Theory9

2.3.1 School Climate10

2.3.2 Importance of School Climate11

2.3.3 Dimensions of School Climate11

2.3.4 Determinants of School Climate13

2.3.5 The Most Important Things a School can do to improve 

its Climate14

2.4 Perspectives on School Climate15

2.4.1 Positive School Climate22

2.4.2 The Importance of a Positive School Climate22

2.5 Organizational Commitment23

2.5.1Teacher as the Critical Elements of Education25

2.5.2 Commitment25

2.5.3 Teacher Commitment26

2.5.4 Conceptualizing Teacher Commitment27

2.6 Relationship between School Climate and Teacher Commitment30

3.Methodology32

3.1 Design of the Study32

3.2 Research Questions32

3.3 Population and Sample32

3.4 Research Instruments33

3.5 Preliminary Review36

3.6 Pilot Test36

3.7Data Collection Procedures36

3.8Data Analysis37

4.Findings38

4.1 Demographic Information38

4.2 Teachers’ Perceptions of School Climate39

4.3A Comparison of Teachers’ Perceptions of School Climate 

   in Selected Basic Education High Schools40

4.4 Level of Teacher Commitment44

4.5 Relationship between Dimensions of School Climate 

   and Teacher Commitment48

5.Conclusion, Discussion and Conclusion54

5.1 Summary of the Study54

5.2 Discussion and Conclusion55

5.3 Recommendations for Further Research58

References60

Appendices

A.Organizational Climate Index63

B.Organizational Commitment Questionnaires68

List of Tables

Table Page

3.1Number of Teachers Participated in the Study33

3.2 Sample Subscale Items for Organizational Climate Index35

3.3 Sample Subscale Items for Organizational Commitment Questionnaire36

4.1 Demographic Information of Teachers by School, Age, 

   Teaching Service and Academic Qualification38

4.2 Teachers’ Perceptions of School Climate - Collegial Leadership39

4.3 Teachers’ Perceptions of School Climate - Professional Teacher Behavior39

4.4Teachers’ Perceptions of School Climate - Achievement Press40

4.5Teachers’ Perceptions of School Climate - Institutional Vulnerability40

4.6 Mean and Standard Deviation for Teachers’ Perceptions on the Four 

   Dimensions of School Climate in Selected Basic Education High Schools41

4.7 A Comparison of Mean and Standard Deviation of School Climate 

   by Teachers’ Positions43

4.8 One-Way ANOVA Result Showing Mean Values of School Climate 

   by Teachers’ Positions44

4.9Mean and Standard Deviation for the Dimensions of Teacher Commitment 

   in Selected Basic Education High Schools45

4.10 A Comparison of Mean and Standard Deviation of Teacher Commitment 

   by Teachers’ Positions46

4.11One-Way ANOVA Result Showing Mean Values of Teacher Commitment

   by Teachers’ Positions47

4.12 Correlation between School Climate and Teacher Commitment

   in Selected Basic Education High Schools53

 

List of Figures

FigurePage

2.1 Dimensions of Organizational Climate Index by Hoy, Smith 

   and Sweetland (2003)12

2.2 School Climate is affected by Five Primary Determinants13

2.3 Conceptual Framework of the Study31

4.1 Mean Values of Teacher Perceptions on School Climate42

4.2 A Comparison of Mean Values of School Climate by Teachers’ Positions43

4.3 Mean Values of Teacher Commitment46

4.4 A Comparison of Mean Values for Teacher Commitment

   by Teachers’ Positions47

4.5 Relationship between Collegial Leadership and Teacher Commitment48

4.6 Relationship between Professional Teacher Behaviors

                and Teacher Commitment49

4.7 Relationship between Achievement Press and Teacher Commitment50

4.8Relationship between Institutional Vulnerability and Teacher Commitment51

4.9 Relationship between School Climate and Teacher Commitment52