Perceived Organisational Climate in Slovak Vocational Schools

The proposed paper presents the results of a research study on the perceived organisational climate in Slovak vocational schools. The authors focus on the association between school openness and the quality of social relationships within institutions as perceived by teachers. The adapted version of the OCDQ-RS scale by Hoy, Tarter, and Kottkamp (1991) was used in the research. The results show that intimate teacher behaviour and positive relationships at work are important for the perceived organisational climate, which is an important finding for school leaders, especially in the context of the leadership style they apply.

REFERENCES:

• Affolter, B. (2019). Engagement und Beanspruchung von Lehrpersonen in der Phase des Berufseintritts: Die Bedeutung von Zielorientierungen, Selbstwirksamkeitserwartungen und Persönlichkeitsmerkmalen im JD-R Modell [Teacher Engagement and Stress in the Phase of Entering their Career: The Importance of Goal Orientation, Self-Efficacy Expectations, and Personality Traits in the JD-R model]. Julius Klinkhardt.
• Ali, E., & Hale, E. (2009). Predicting organizational trust level of school managers and teachers at elementary schools. Procedia - Social and Behavioral Sciences, 1(1), 2180-2190.
• Bočková, K., Lajčin, D., & Vladyka, J. (2017). Culture in Process Organisation. International Journal of Economic Research, 14(8), 237-249.
• Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180-213. https://doi.org/10.1177/016146810911100108
• Daft, R. L. (2014). Management. Boundless Management. https://www.boundless.com/management/textbooks/boundless-management-textbook/organizational-behavior-5/drivers-of-behavior-44/defining-job-satisfaction-231-7247/
• Destler, K. N. (2017). A matter of trust: Street level bureaucrats, organizational climate and performance management reform. Journal of Public Administration Research and Theory, 27(3), muw055. https://doi.org/10.1093/jopart/muw055
• Gavora, P., & Braunová, J. (2010). Adaptácia Dotazníka organizačnej klímy školy (OCDQ-RS) [Adaptation of the Organizational Climate Description for Secondary Schools (OCDQ-RS)]. Pedagogická orientace, 20(1), 39-59.
• Hashimoto, H., & Maeda, K. (2021). Collegial organizational climate alleviates Japanese schoolteachers’ risk for burnout. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.737125
• Herdman, A., & McMillan-Capehart, A. (2010). Establishing a diversity program is not enough: Exploring the determinants of diversity climate. Journal of Business and Psychology, 25, 39-53.
• Hoy, W. K. (n.d.). OCDQ-RS. https://www.waynekhoy.com/ocdq-rs/
• Hoy, W. K., Tarter, C. J., & Kottkamp, R. B. (1991). Open schools/healthy schools: Measuring organizational climate. Sage.
• Hoy, W. K., & Tarter, C. J. (1997). The road to open and healthy schools: A handbook for change. Elementary Edition. Corwin Press.
• Hur, E., Jeon, L., & Buettner, C. K. (2016). Preschool teachers’ child-centered beliefs: Direct and indirect associations with work climate and job-related wellbeing. Child Youth Care Forum, 45(3), 451-465.
• James, L. R., & McIntyre, M. D. (1996). Perceptions of organizational climate. In K. Murphy (Ed.), Individual Differences and Behavior in Organizations (pp. 416-450). Jossey-Bass.
• Kanu, G. C., Ugwu, L. E., Ogba, F. N., Ujoatuonu, I. V., Ezeh, M. A., Eze, A., Okoro, C., Agudiegwu, M., & Ugwu, L. I. (2022). Psychological contract breach and turnover intentions among lecturers: The moderating role of organizational climate. Frontiers in Education, 7, 784166. https://doi.org/10.3389/feduc.2022.784166
• Kärner, T., Bottling, M., Friederichs, E., & Sembill, D. (2021). Between adaptation and resistance: A study on resilience competencies, stress, and well-being in German VET teachers. Frontiers in Psychology, 12, 619912. https://doi.org/10.3389/fpsyg.2021.619912
• Kelley, R. C., Thornton, B., & Daugherty, R. (2005). Relationships between measures of leadership and school climate. Education, 126(1).
• Ladd, H. F. (2011). Teachers’ perceptions of their working conditions: How predictive of planned and actual teacher movement? Educational Evaluation and Policy Analysis, 33(2), 235-261. https://doi.org/10.3102/0162373711398128
• Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Association for Supervision and Curriculum Development.
• Mohan, N., & Ashok, J. (2011). Organizational climate and attitude of teachers: A correlational study. European Journal of Social Sciences, 22(4), 599-610.
• OCDQ-RS. http://waynekhoy.com/pdfs/ocdq-rs.pdf
• OECD. (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. TALIS, OECD Publishing. https://doi.org/10.1787/1d0bc92a-en
• Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25, 293-315. https://doi.org/10.1002/job.248
• Schneider, B., Ehrhart, M. G., & Macey, W. H. (2013). Organizational climate and culture. Annual Review of Psychology, 64(1), 361-388. https://doi.org/10.1146/annurevpsych-113011-143809
• Stapleton, P., Garby, S., & Sabot, D. (2020). Psychological distress and coping styles in teachers: A preliminary study. Australian Journal of Education, 64(2), 127-146. https://doi.org/10.1177/0004944120908960
• Ulich, E., & Wülser, M. (2004). Gesundheitsmanagement in Unternehmen. Arbeitspsychologische Perspektiven [Corporate Health Management. Work Psychology Perspectives]. Gabler. https://doi.org/10.1007/978-3-663-07655-1
• Weijie, W., & Taek, K. K. (2022). Examining the effects of a performance management reform on employee attitudes and organizational climate. Public Management Review.
• https://doi.org/10.1080/14719037.2022.2026095