The organizational climate of schools

Thomas, Alan R.

doi:10.1007/bf00598815

Cited by 46 publications

(36 citation statements)

References 9 publications

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Section: Teacher Moralementioning

confidence: 98%

“…An open climate has been significantly related to teacher attrition (Smith, 1975), high socio-economic settings (Thomas, 1976), and the amount of education received by the community (Thomas, 1976). Thomas (1976) reports that the results of several studies concerning the relationship between particular characteristics of schools (such as school size) and teachers' perceptions proved inconclusive. However, Murnane and Phillips (1977) state that &dquo;school characteristics explain (only) some variance in job satisfaction.&dquo; Watkins (1968) claims there is a definite tendency of larger schools to be closed in their organizational climates.…”

Section: Teacher Moralementioning

confidence: 98%

“…The behavior of the teachers is consequently determined by their perceptions of leader behavior. These perceptions provide a measure of organizational climate (Thomas, 1976 . Teacher morale: the satisfaction of teachers with their relationships to the organization.…”

Section: Teacher Moralementioning

confidence: 99%

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Teaching Experience: Its Effect on School Climate, Teacher Morale

Kalis¹

1980

NASSP Bulletin

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Section: Teacher Moralementioning

confidence: 98%

Section: Teacher Moralementioning

confidence: 98%

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Teaching Experience: Its Effect on School Climate, Teacher Morale

Kalis¹

1980

NASSP Bulletin

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“…Climate is a complex component of any organization 52. Climate is a description of people's shared perception of the quality of the environment or work unit 53.…”

Section: Climate Challenge and Diversitymentioning

confidence: 99%

“…It is best understood as the “personality” of the organization or the totality of the surroundings as perceived by individuals within an organization. Specifically, a number of investigations from various sectors have been helpful in understanding the climate as experienced by historically marginalized groups (eg, women, persons with disabilities, individuals of racial and ethnic minorities, and individuals who are lesbian, gay, or transgendered) or by specific workforce groups such as students or junior faculty in academia 8,9,52,54–57. These investigations have contributed to a body of work that examines an organization's diversity climate in various sectors, including corporate America, science and technology, higher education, and, more recently, in academic medicine 10,39,58–63.…”

Section: Climate Challenge and Diversitymentioning

confidence: 99%

Role of Institutional Climate in Fostering Diversity in Biomedical Research Workforce: A Case Study

Butts

Hurd

Palermo

et al. 2012

Mount Sinai J Medicine

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This article reviews the barriers to diversity in biomedical research, describes the evolution and efforts to address climate issues to enhance the ability to attract, retain and develop underrepresented minorities (URM) - underrepresented minorities whose underrepresentation is found both in science and medicine, in the graduate school biomedical research doctoral programs (PhD and MD/PhD) at Mount Sinai School of Medicine (MSSM). We also describe the potential beneficial impact of having a climate that supports diversity and inclusion in the biomedical research workforce. MSSM diversity climate efforts are discussed as part of a comprehensive plan to increase diversity in all institutional programs PhD, MD/PhD, MD, and at the residency, post doctoral fellow, and faculty levels. Lessons learned from four decades of targeted programs and activities at MSSM may be of value to other institutions interested in improving diversity in the biomedical science and academic medicine workforce.

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Science teachers' perceptions of the school environment: Gender differences

Huang

Fraser

2009

J Res Sci Teach

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Because the school environment has been shown to play an important role in teacher and student performance, we undertook research into the assessment of school environment, differences between female and male science teachers' perceptions of their school environments, and associations between these school environment perceptions and teachers' background characteristics. Although gender differences in science education have attracted both public concern and academic interest, little research has specifically addressed this issue in terms of the school environment. Data were collected from a large sample of 300 female and 518 male science teachers from secondary schools in Taiwan. Statistically significant gender differences were found in most aspects of the school environment, with female science teachers perceiving greater collegiality among teachers, higher gender equity among students, and stronger professional interest, and with male science teachers perceiving lower work pressure and better teacher-student relations. Gender differences in science teachers' perceptions of collegiality, work pressure, and gender equity in the school environment persisted even after controlling for teachers' background and school characteristics. Among the implications are recommendations about administrative policy for improving the school environment for both male and female teachers and about future research on factors associated with teachers' perceptions. ß

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The organizational climate of schools

Cited by 46 publications

References 9 publications

Teaching Experience: Its Effect on School Climate, Teacher Morale

Teaching Experience: Its Effect on School Climate, Teacher Morale

Role of Institutional Climate in Fostering Diversity in Biomedical Research Workforce: A Case Study

Science teachers' perceptions of the school environment: Gender differences

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