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FACULTY LOYALTY IN HIGH PRIORITY ELEMENTARY SCHOOLS
Abstract
Schools are organizations. In order to survive and grow, schools must have loyal employees at each level of the organization. This research was conducted to determine which properties in high priority schools in Georgia might be related to employee loyalty to each of the organizational levels of the schools.This study examined the relationships among the organizational variables of institutional integrity, principal openness, and teacher openness to teacher loyalty to the school system, the principal, and teacher colleagues. The sample of schools consisted of 29 elementary schools from 7 school systems in metropolitan Atlanta, Georgia. The schools were chosen from a list of 121 elementary schools which the Georgia Office of Education Accountability had labeled "High Priority Schools" in 2001. The sample represented 24% of all schools in the selected population of high priority urban schools. Each teacher who participated in the study completed two surveys. One survey was the School Climate and Health Questionnaire, which measured institutional integrity, principal openness, and teacher openness. The second survey was the Rutgers School Loyalty Questionnaire, which measured teacher loyalty to the school system, the principal, and teacher colleagues. Between 25% and 50% of the teachers in each school returned the surveys. The school was the unit of analysis. Three hypotheses were tested. It was found that teacher loyalty to the system was not significantly related to institutional integrity. However, teacher loyalty to the principal is significantly related to principal openness and collegial loyalty is significantly related to teacher openness. Post hoc analyses revealed significant relationships among the loyalty variables.
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The theoretical significance of Blau and Scott's concept of subordinate loyalty to an immediate superior was discussed, and the concept was applied in the study of hierarchical relationships in public secondary schools. Teacher loyalty to the principal was examined with respect to the authoritarianism, hierarchical influence, emotional detachment, and hierarchical independence of the principal. In addition, the Blau and Scott hypothesis that loyalty to superiors in a hierarchical organization tends to be pronounced at alternate levels was tested in a secondary school setting. A significant negative relationship was found between teacher loyalty and authoritarianism and significant positive relationships between teacher loyalty and both hierarchical influence and emotional detachment. However, the "alternate-levels hypothesis" was found not to hold, and there was no significant relationship between loyalty and hierarchical independence.
Studied changes across time in measures of organizational commitment and job satisfaction as each related to subsequent turnover among 60 recently employed psychiatric technician trainees. A longitudinal study across a 101/2-mo period was conducted, with attitude measures (Organizational Commitment Questionnaire and Job Descriptive Index) collected at 4 points in time. Results of a discriminant analysis indicate that significant relationships existed between certain attitudes held by employees and turnover. Relationships between attitudes and turnover were found in the last 2 time periods only, suggesting that such relationships are strongest at points in time closest to when an individual leaves the organization. Organizational commitment discriminated better between stayers and leavers than did the various components of job satisfaction. (36 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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.
Empowerment is defined and measured in terms of teachers’ power to control critical decisions about teaching and learning conditions. This research first considers the relationship between school climate and teacher empowerment and then the relationship between teacher empowerment and school effectiveness, which includes measures of mathematics and reading achievement in 86 middle schools. The results support the pivotal importance of teacher empowerment in the effectiveness of schools. Finally, a theoretical model is proposed to explain the linkages between organizational characteristics and student achievement.
As the Total Quality Management (TQM) movement sweeps through American businesses, much of the practitioner-oriented TQM literature discusses ways to improve intraorganizational communication while enhancing employee attitudinal organizational commitment and perceived organizational support. This study investigates such claims comparing employee responses from an organization which was not implementing TQM with those from two organizations which were implementing TQM. Organizational commitment and perceived organizational support were significantly higher in the organizations implementing TQM. Employees in the organizations implementing TQM indicated more positive employee-top management and coworker communication relationships, as well as more quality information from top management. Further, these communication elements explained more of the variance in organizational commitment and perceived organizational support in the organizations implementing TQM. However, different communication elements were important in commitment and perceived organizational support regressions depending on the TQM or non-TQM setting.
This study examined job involvement and organizational commitment as interactive predictors of absenteeism and tardiness behaviors. Personnel records and questionnaires were used to collect tardiness and absence data for a subsample of 82 registered staff nurses out of a total sample of 228 nurses from a large Midwestern hospital. Results showed supportfor the hypothesis that individuals showing higher levels of job involvement and organizational commitment would exhibit less unexcused tardiness and absenteeism than those with lower levels of job involvement and organizational commitment. The implications and limitations of these findings are discussed.
Based on a questionnaire survey of 279 business and government managers, this study sheds light on two questions: (a) which organizational experiences have the greatest impact on managers' organizational commitment attitudes and (b) how does the significance of such experience vary with organizational tenure, particularly at early career stages? The results identify several commitment-relevant experiences and suggest that the influence potential of particular experiences varies significantly with tenure.
Critically examines research over the past 10-12 yrs concerning factors related to turnover and absenteeism in work situations. On a general level, overall job satisfaction was consistently and inversely related to turnover. In an effort to break down the global concept of job satisfaction, various factors in the work situation were analyzed as they related to withdrawal behavior. 4 categories of factors, each representing 1 "level" in the organization, were utilized: organization-wide factors, immediate work environment factors, job-related factors, and personal factors. Several variables in each of the 4 categories were found to be related fairly consistently to 1 or both forms of withdrawal. An attempt is made to put the diverse findings into a conceptual framework centering around the role of met expectations. Methodological considerations and future research needs are also discussed. (83 ref.)
This article explores two underlying dimensions of school effectiveness: instrumental functions and expressive functions. The study explores Mott's index of perceived organizational effectiveness as a concise measure that captures both of these underlying dimensions. Attention to these underlying dimensions helps to make manageable this multifaceted and complex construct. A model of school effectiveness that accounts for both is presented and tested.
Propositions about the relationship between Meyer and Allen's (1991) model of organizational commitment and turnover intentions were tested. Data collected from a sample of engineering personnel, and university students employed full-time in a variety of organizations, revealed that the three components of commitment differed in the significance of their effects on turnover intentions.
The purpose of this study was to build on the literature dealing with school configurations, interpersonal processes, and performance indicators. The findings suggest that more effective schools, as perceived by teachers, are characterized by more participative organizational processes, less centralized decision-making structures, more formalized general rules, and more professional activity.
Leadership is the act of taking people somewhere with an idea, visioning them into the future and then taking them there. The total quality management (TQM) process begins with vision; an ongoing, never-ending vision that is continually updated and constantly shared with everyone with whom the leader comes into contact. This article describes how a vision of TQM is developed and implemented. The leader starts with knowing the need of the followers; the leader develops plans and strategies to support the vision and develop support in a leadership team which defines and implements the details. Vision is the force that translates currently nonexistent concepts into reality and performance.
In its current form, the Deming management method contains a prescriptive set of 14 points that serve as guidelines for appropriate organizational behavior and practice regarding quality management. Despite the apparent effect of these 14 points on both the industrial world and the practice of management theory around the world, there is little evidence of the role of the Deming management method in the formalization and advancement of management theory. Although its impact on management practice is clear, neither its theoretical contribution nor its theoretical base has yet to be articulated. Yes, there is a theory of quality management underlying the Deming management method, but at present, this theory is presented in the prescriptive form of these 14 points. We propose and articulate a theory of quality management to describe and explain the effects of adopting the Deming management method. This theory is based on the conceptual synthesis of Deming's writings, literature on the Deming management method, observations of practice, and, more specifically, the results of a Delphi study involving a panel of experts on the Deming management method. We trace the development of this method, position it within the context of theory, describe our theory formulation process, propose and explain an underlying theory of quality management, and offer implications for practice and further research.
The study attempts to relate the organizational commitment of lower-level employees to organizational effectiveness in organizations offering bus services. Organizational commitment was found to be associated with organizational adaptability, turnover, and tardiness rate, but not with operating costs or absenteeism. Two subscales were constructed to measure value commitment and commitment to stay in the organization. Few significant differences were found between the subscales, as they relate to various indicators of organizational effectiveness, and the overall pattern suggested the need to avoid simplistic assumptions about the impact of commitment on organizationally relevant behavior.
The theory-driven Organizational Health Inventory (OHI) was compared to the empirically derived Organizational Climate Description Questionnaire (OCDQ-RS) in predicting student achievement and teachers' commitment to the school. After controlling for the socioeconomic status of the 58 secondary schools in the sample, only academic emphasis, a subtest of the OHI, made a significant contribution to student achievement. While both instruments predicted commitment, the OHI explained more of the variance. The findings suggest that, at best, the influence of the principal is indirect on school achievement but direct on commitment. Further application of both the OHI and OCDQ-RS is recommended.
The University Council for Educational Administration (UCEA) commissioned seven study teams to identify the traditional and emerging perspectives in educational administration. In an attempt to pique your curiosity about their work, I first summarize overviews for each of the knowledge domains and then identify and discuss three common themes from the overviews: goals of education, paradigm wars, and causes and effects. We hope this will be a beginning of an ongoing dialogue about the knowledge base for our field
This study extends a long line of research on factors that promote or undermine school effectiveness. Taking as the criteria two dimensions of effective internal organization, teacher community and principal leadership, the article examines effects of school context variables generally excluded from prior research. It further explores the possibility that models of context effects on internal school conditions differ for urban, suburban, and rural schools, given substantial differences in their social and organizational environments. The findings show distinct patterns for schools in urban, suburban, and rural settings and challenge researchers to take into account the diversity among U.S. schools in their research
The main purpose of this study was to examine the relationships between principal rule administration behavior, hierarchical influence, and teacher loyalty to the principal. An additional intent was to analyze hierarchical influence as a conditioning factor of the principal's rule behavior on teacher loyalty. A significant relationship was found between representative rule behavior of secondary principals and teacher loyalty, and between punishment-centered rule behavior of elementary principals and teacher loyalty. Significant relationships between mock rule and teacher loyalty were not found for either sample. Hierarchical influence was significantly and positively related to teacher loyalty for both samples of principals.
Two types of teacher workplace commitment-organizational commitment and commitment to student learning-were studied in 63 urban elementary and middle schools, with all data analyzed at the school level. Schools high in organizational commitment tended to (a) serve educationally advantaged students, (b) exhibit orderly school climates conducive to learning, and (c) involve teachers more in school decision making. The latter two alterable working conditions were predictive of organizational commitment after controlling for student background. Organizational commitment was positively related to student achievement. It was also positively related to teacher job and career satisfaction, feelings of efficacy as a teacher, and teacher expectations for student success. Overall, weaker relationships were found between commitment to student learning and predictor variables. Schools high in this type of commitment tended to serve educationally disadvantaged students. Surprisingly, there was only a weak relationship between commitment to student learning and student achievement. Follow-up case studies focused on uncovering the mechanisms by which organizational commitment is formed and enhanced in inner-city elementary schools. Five mechanisms were identified: job renewal, professional fulfillment, collaborative leadership, school learning climate, and student achievement. The study draws implications for improving teacher commitment and reforming schools, particularly in inner cities.
The Organizational Climate Description Questionnaire is evaluated and refined in light of an investigation of the construct, organizational climate. The authors outline the development and testing of the revised instrument and report the empirical data collected in this process.
After the examination of two competing frameworks for the study of organizational effectiveness, ageneral model of school effectiveness is proposed. This multidimensional perspective was operationalized and explored with data from a sample of secondary schools in a single state. The empirical analysis supported the framework, and suggestions for further refinements were made.
The finding reported previously in the EAQ that elementary schools conform more to the image of the rational bureaucracy while secondary schools fit that of the anarchy or loosely coupled system is reinforced and extended using a large sample, more reliable measures, and more elaborate analytic techniques. Particular attention is given to explanations for this regularity and to its implications for those seeking to reform secondary schools.
Blau and Scott's hypothesis that loyalty to superiors in a hierar chical organization tends to be pronounced at alternate levels was tested in public schools. In addition, several other relationships between subordinate loyalty and various role characteristics of superiors were investigated. Wayne K. Hoy is Associate Professor of Educational Administration at Rutgers University and Leonard B. Williams is Lecturer in Education at Rutgers University.
Blau and Scott's hypothesis that loyalty to superiors in a hierarchical organization tends to be pronounced at alternate levels was tested in a large staff department of a public-utility head office. In addition, the relationship of subordinate loyalty to the degree of the superior's hierarchical independence and superior's source of social support was also examined. Blau and Scott's hypothesis was found not to hold, nor was there any relationship between loyalty and superior's hierarchical independence. A significant positive relationship was found between loyalty and perception by the superiror of the subordinate group as the primary source of social support.
Effective schools variables identified in several literature reviews were collapsed into 6 constructs, and the independent effect of each construct was empirically tested on student achievement level. The data for this analysis were taken from the National Educational Longitudinal Study for the years 1988, 1990, and 1992. The regression analysis of the data indicates that the most important effective schools characteristics are an achievement-oriented school culture, principal autonomy in hiring and firing teachers, and high teacher morale. No evidence was found that teacher empowerment, teacher education level, most principal influences, and quality of relations between the administration and the school are related to student performance.
In the preceding issue the author posited a distinction between manifest and latent social roles as a basis for analyzing two types of latent organizational roles or identities. Three variables for differentiating latent roles were suggested: loyalty to the organization; commitment to professional skills and values; and reference group orientations. Cosmopolitans and locals were distinguished in terms of these three variables. Certain differences were found between cosmopolitans and locals in terms of influence, participation, acceptance of organizational rules, and informal relations. In the following essay, factor analysis is used to refine the above concepts. Types of locals and types of cosmopolitans are differentiated, and it is suggested that these two identities may reflect the tension between the organization's simultaneous need for both loyalty and expertise.
Describes the outcome of the implementation of total quality management (TQM) as a cultural intervention in a large Australian enterprise in the electronics industry. Identifies two business units within the enterprise: one adopted and implemented TQM, the other did not. Provides a comparative analysis of the effect of TQM on key organizational constructs and discusses the influence of demographic variables. It was found that TQM improved the climate for change and had a positive effect on employee involvement, commitment, and a wide range of employee perceptions of their organization. Job level also had a significant influence on the perceptions of employees. Discusses the design of future studies and proposes a method for the measurement of cultural change over time using a basic TQM technique.
Faculty loyalty is conceptualized and operationalized as a multidimensional construct with at least four levels: loyalty to the district, loyalty to the principal, loyalty to colleagues, and loyalty to the association. This research probes organizational factors that facilitate the development of faculty loyalty in urban elementary schools. As expected, school properties that predict one aspect of loyalty are typically different from those that predict other aspects. Predicting loyalty to the association, however, remains elusive.
This guide is designed to assist sutdents in preparing a masters thesis or a doctoral dissertation. Part 1 describes the process of preparing a "mini" dissertation proposal, intended to familiarize the student with the dissertation process early in their doctoral program. Part 2 presents examples of dissertation prosposals for: (1) a laboratory experiment; (2) a descriptive/correlational study; (3) a field-based quasi-experiment; and (4) a qualitative research study. (JD)