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Organizational Climate and Student Achievement: A Parsimonious and Longitudinal View
Abstract
Health and openness metaphors are used to develop measures of organizational climate. In addition to socioeconomic status, Environmental Press, Collegial Leadership, Teacher Professionalism, and Academic Press are aspects of climate that make significant, independent contributions to student achievement in basic skills and explain a substantial amount of the variance. Moreover, the influence of school climate on achievement is enduring over several years. The proposed climate framework underscores important linkages between the institutional, managerial, technical, and client levels in service organizations such as schools.
... Les conclusions de ces recherches font ressortir que 71% de la variance totale des résultats en mathématiques est expliquée par la combinaison du statut socioéconomique (SSE) avec deux variables de climat scolaire : la pression de l'environnement et la pression académique (Hoy et al., 1998). En y ajoutant le professionnalisme des enseignants, Hoy et Hannum (1997) réussissent à expliquer jusqu'à 75% de cette variance. ...
... Du côté des résultats scolaires en écriture, 62% de la variance des notes des élèves est expliquée par la combinaison du statut socioéconomique et de deux variables de climat : la pression de l'environnement et le professionnalisme des enseignants (Hoy & Hannum, 1997). En ajoutant la pression académique, les auteurs ont réussi à en expliquer 66% (Hoy et al., 1998). Les recherches ont été reprises deux ans plus tard et sont arrivées aux mêmes résultats pour les mathématiques et la lecture (Idem, 1998). ...
... Ce constat fait l'unanimité chez les chercheurs, puisqu'il est le plus fréquemment mentionné pour son impact sur le rendement. En effet, les performances des élèves et l'efficacité scolaire sont associées positivement avec le fait que tous les membres de l'école accordent une importance élevée à l'aspect académique, en mettant l'accent sur la réussite scolaire (Norton, 1984 ;Hoy et al., 1998 ;Rutter & Maughan, 2002). ...
La séparation du couple parentale, peut être intentionnelle ou subie, mais dans l’un comme l’autre cas, elle provoque une souffrance psychologique intense aux conséquences potentiellement dommageables pour le développement de l’élève.
Les effets de la séparation apparaissent cependant nuancés en fonction des enfants et ce constat interroge sur les facteurs associés à l’adaptation scolaire de l’élève à la séparation parentale. À ce titre, le milieu scolaire apparait comme l’une des variables protectrices recevant le plus d’appuis empiriques dans la littérature. Cet article évalue la contribution relative de différents types de climats scolaires à l’explication des performances académiques chez l’élève en situation de séparation parentale. Les résultats des analyses de régressions linéaires hiérarchiques effectuées sur un échantillon de 67 élèves montrent une contribution significative du climat éducatif, du climat relationnel et du climat d’appartennance dans l’explication des performances en français et en mathématiques. Aucun effet n’est par contre observé concernant le climat de justice et de sécurité.
... OCB instruments at the manager-level, instead of the employee-or subordinate-level, however, likely perpetuated both a managerial bias and a status quo bias by not accounting for the input of subordinates (Organ, 1997). For example, in educational research studies of school climate have shown that principals reliably overestimate the quality of school climate, rating it higher than teachers rate it (Hoy, Hannum, & Tschannen-Moran, 1998). Teacher self-report of OCB may give a more accurate sense of the level of OCB in a school. ...
... OCB are, instead, visible signs in a school that something good is going on outside the job descriptions and evaluation rubrics. These behaviors are indicative of a healthy school climate (DiPaola & Hoy, 2001), and healthy school climates are associated with higher student achievement (Hoy et al., 1998). Our analysis is that expressive principal support (e.g., respecting teachers, honoring their expertise, asking for their input, expressing support for their decisions, encouraging their professional development) is a high-impact principal behavior when it comes to improving school climate. ...
The purpose of this study is to examine the relationship between organizational citizenship behavior, principal support, and student achievement. It proposes that student achievement increases as teachers contribute beyond what is expected of them, and that they are driven to do this when they are emotionally supported by their principal. The study aims to expand the definition of instructional leadership to include expressive support and relationship-building. The paper employed multiple regression analysis of survey data from 1,104 teachers in 34 high schools in Virginia, USA, to examine the relationships between types of principal support and other school-level variables (i.e., OCB, student achievement, SES). The analysis revealed a strong, significant positive relationship between expressive principal support and OCB, and between OCB and student achievement. In addition, there was a strong, significant negative relationship between SES and student achievement. The results showed that OCB and expressive support together accounted for 39% of the variance in student achievement. The findings suggest that, compared to maintaining respectful professional relationships, instrumental support and professional development are less important in eliciting extra-role behaviors from teachers. The paper includes implications for the preparation of principals, for the development of instructional leadership standards, and for reform policies that focus on short term gains over more distal school climate improvements. This paper extends current conceptualizations of instructional supervision and contributes to a more collegial, less managerial, understanding of leadership for school improvement.
... Four dimensions of school organizational climate are relationship, personal growth, system change and improvement, and physical environment have been constantly researched on (Khuluqo & Tenkahary, 2021). These four dimensions adopted through climate studies identified as institutional vulnerability, professional teacher, collegial leadership and achievement press (Hoy et al., 2002) are also used in constructing the Organizational Climate Index (OCI) (Hoy et al., 1998). ...
The purpose of this study was to examine the relationship between school organizational climate and teacher’s commitment. This study focused on four dimensions of school organizational climate which are institutional vulnerability, professional teacher, collegial leadership and achievement press. A quantitative survey method was applied and randomly tested with a sample of 170 teachers from seven government primary schools in the district of Arau, Perlis, Malaysia. The instrument used in this study was adapted from Organizational Commitment Questionnaire (OCQ) and the Organizational Climate Index (OCI). Analyses of the data gathered were presented using Statistical Package for Social Science (SPSS) version 21. The findings indicated that the relationship of school organization climate and teachers’ commitment is moderately strong.
... The history of the organisational climate in educational organisation research has a rich literature. Researchers have focused on all educational institutes' climates, including low-level schools, secondary schools, colleges and universities (Hoy et al., 1998). The institutional climate is formed by the entire organisation's characteristics and the individual workers' behaviours. ...
Purpose: The purposes of this study were to (1) meta-analyze the effects of teacher trust, and of each trust dimension on student learning in aggregate and in each of the six learning subjects; (2) meta-analyze the effect of school leadership, of each leadership domain, and of different leadership styles on teacher trust; and (3) examine whether school level, subjects, trust dimensions, and leadership styles moderate these abovementioned effects. Research Methods/Approach: Standard meta-analysis techniques were used to review 83 studies and examine the multiple relationships between school leadership, teacher trust, and student learning mentioned above. Heterogeneity analysis was conducted to identify moderators. Publication bias in these analysis results was also examined. Findings: The study shows that teacher trust had a moderate effect on student learning. School leadership had a large effect on teacher trust. Teacher trust in students and parents contributed to student learning more than the other dimensions of trust. All five domains of school leadership were related to teacher trust, with the effect sizes being large or moderate. Supportive, collegial types of school leadership had the largest effect on the teachers’ trust. Implications for Research and Practice: To improve student learning, school leaders need to enlist all effective practices in order to build trust in schools and pay equal attention to improving teachers’ trust as they do other efforts to improve instructional programs and teaching practices. More efforts are needed from principals to help build teachers’ trust in parents and students.
https://staging.journals.sagepub.com/doi/full/10.1177/00315125231182269
We tested an assessment model, by which teacher self-efficacy, perceived school climate, and psychological wellbeing at work, might predict teaching enjoyment. We invited a convenience sample of 355 teachers of English as a foreign language (EFL) to respond to four online questionnaires. We used confirmatory factor analysis (CFA) to check the scales’ construct validity and structural equation modeling (SEM) to test associations among the variables. Our results showed that teacher self-efficacy, perceived school-climate, and psychological wellbeing were direct predictors of foreign language teaching-enjoyment (FLTE). Teacher self-efficacy affected FLTE indirectly, as induced by psychological well-being. School climate also indirectly influenced FLTE, as mediated by teacher self-efficacy and psychological wellbeing, with school climate a direct predictor of teacher self-efficacy and psychological wellbeing. Teacher self-efficacy directly affected psychological wellbeing. We discuss implications of these findings for teacher-education programs.
Researchers and reformers have suggested that school climate is an important aspect of effective schools; however, the notion of climate is defined in a myriad of ways, is frequently nebulous, and is often merely a slogan for better schools. The current analysis uses a health metaphor to conceptualize and measure important aspects of school climate and then examines relationships between school health and student achievement in reading, writing, and mathematics in a sample of middle schools. As predicted, dimensions of organizational health were significantly related to student achievement even when the socioeconomic status of the school was controlled.
Principals can influence instruction by working through the linkages that govern teacher behavior. What these linkages are, how they affect instruction, and the impact of the principal on them are the focus of this article. Two kinds of linkages are distinguished: bureaucratic and cultural. Past research has attended extensively to bureaucratic linkages without analyzing cultural linkages. It is argued that the principals have access to weak linkages of both kinds. The task for the principal is to consistently employ the full range of linkages through a multitude of major and minoractions to generate a common purpose and effect in the school.
Important aspects of faculty trust and school climate are identified and examined in this empirical study of middle schools. In general, openness in interpersonal relationships promotes trust among teachers, and interpersonal trust seems to foster openness in organizational relationships. The openness-trust relationship, however, is more complex than it seems at first blush, and the results of this research explain some of the subtleties of the relationship and suggest some strategies for developing a culture of trust in middle schools.
This study is concerned with the relationship between Halpin and Croft's organizational climates as classified by the Organizational Climate Description Questionnaire and Likert and Likert's organizational systems as classified by the teacher form of the Profile of a School Questionnaire. The positively significant relationship found between these two instruments supports the concept that the two models from which these instruments were developed are comparable.
The present study investigates the relationships among a variety of school-level climate variables and mean school achievement in a random, sample of Michigan elementary schools. School-level SES, racial composition and climate were each highly related to mean school achievement; only a small proportion of the between-school variance in achievement is explained by SES and racial composition after the effect of school climate is removed. The climate variable we have called Student Sense of Academic Futility had the largest correlation with achievement. An observational study of four schools with similar SES and racial composition but different achievement tended to support the more analytical findings and suggest the processes by which climate affects achievement.
School climate has been studied with a multitude of variables, methodologies, theories, and models, resulting in a not easily defined body of research. This analysis of the school climate literature, based on over 200 references, uses an organizational theory taxonomy to organize the diverse body of research and to draw conclusions about common findings. The history of school climate research is reviewed, noting the influence of climate instruments developed to study climate in settings other than the total school building, such as business, college, and classroom settings. The difficulty of defining school climate is reflected in the diversity of climate typologies that have evolved, despite their often common roots. The debate about school climate is tied to differences among researchers in theory base, variables to study (and their hypothesized interrelationships), unit of measurement choices, and the validity of subjective and qualitative data (based on participant or observer perception). Some common conclusions about school climate (considered as an independent, intervening, or dependent variable) do emerge in the literature. The paper concludes with a summary of the methodological issues common to school climate studies and suggestions for dealing with the concomitant problems
Different patterns of organizational climate were used to predict faculty trust in the principal and in colleagues. A revision of the OCDQ yielded open dimensions, measured as supportive principal behavior aid engaged teacher behavior; and closed dimensions, measured as directive principal behavior and frustrated teacher behavior: Open climate was correlated with both measures of trust. After controlling for the oilier variables of climate, supportive pri-1cipal behavior was the only predictor of trust in the principal, and engaged teacher behavior tie only predictor of trust in colleagues. The study supports a Parsonian interpretation of expressive and instrumental organizational activities.
Middle schools are becoming increasingly more pervasive - all but replacing traditional junior high schools. Because they are neither elementary nor high schools, the organizational climates of middle schools are unlikely to be adequately tapped by standard measures designed for other structures. Conceptualizes and develops a measure of the organizational climate of middle schools, generates a typology of school climates based on openness, and tests the relationship between climate and authenticity in teacher and principal behaviour. Finds that openness in the school climate is directly related to authenticity in both.