A Study of School Organisational Climate Among School Teachers

Abstract

The study explores the impact of school organizational climate on teachers working in various types of schools in the Kashmir Valley, including government, public/missionary, army, and Navodaya Vidyalayas. A total of 720 teachers from primary to higher secondary levels were selected through random sampling. Dr. Motilal Sharma’s School Organizational Climate Description Questionnaire was employed for data collection, and statistical analyses such as mean, standard deviation, t-test, and three-way ANOVA were applied.
Findings indicate that age, qualification, and marital status significantly influence the perception of organizational climate, whereas experience does not. A teacher’s role extends beyond instruction to include motivation, guidance, and emotional support—functions that thrive in a favorable school climate. The study categorizes school environment into physical and emotional components, both of which impact teaching and learning.
Theoretical frameworks, such as Presthus’ classification of organizational personalities—upward mobiles, indifferent, and disturbed—are discussed to understand individual responses to bureaucratic structures. The data also reveal complex interactions between variables like level and type of school, highlighting that organizational climate is a multifaceted phenomenon influenced by both personal and institutional factors.
The study concludes that while some variables significantly affect the school climate, their interactions may not always yield notable effects, calling for further nuanced exploration of school environments and teacher characteristics.