Transcript RELATIONSHIP BETWEEN SECONDARY SCHOOL TEACHERS

RELATIONSHIP BETWEEN
SECONDARY SCHOOL TEACHERS
OCCUPATIONAL COMMITMENT AND
ORGANIZATIONAL CLIMATE
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PROFESSOR DR. ZAIDATOL AKMALIAH LOPE PIHIE
DR. ALI KHAMIS ALI
PROFESSOR DR. ZAKARIA KASA
FACULTY OF EDUCATIONAL STUDIES
UNIVERSITI PUTRA MALAYSIA
ABSTRACT
The research was an attempt to investigate the relationship between
teacher’s perceptions of organizational climate and occupational commitment.
The results revealed that supportive principal behavior positively and significantly
correlated with each dimension of occupational commitment. In relation to
directive principal behavior, the results showed that no significant relationships
existed between teacher’s perceptions of directive principal behavior and
occupational commitment. Engaged teacher behavior correlated positively and
significantly with all dimensions of occupational commitment. Findings also
indicated that frustrated teacher behavior correlates negatively but significant
with occupational commitment. The paper will discuss the implication of the
findings for improving principal’s managerial behavior and also to discuss
strategies to improve teacher’s commitment at the work place.
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SCHOOL ORGANIZATIONAL CLIMATE
The school organizational climate has become
an important perspective for analyzing the
general nature of work environment, school
characteristics, and various relationships of
school practices and behaviors. Studies of
organizational climate were initially used as a
general notion to express the enduring quality
of a school organizational life (Hoy, Tarter &
Kottkamp, 1991).
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SCHOOL ORGANIZATIONAL CLIMATE
- Hoy & Miskel (1987) defined school climate as the
relatively enduring quality of the school environment
that is experienced by participants, affects their
behavior, and is based on their collective perception
on behavior in school.
- Hoy & Miskel (1987) defined school climate as the
relatively enduring quality of the school environment
that is experienced by participants, affects their
behavior, and is based on their collective perception
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on behavior in school.
SCHOOL ORGANIZATIONAL CLIMATE
The main propositions for this
organizational climate consists of:
1. Supportive principal behavior
2. Directive principal behavior
3. Engaged teacher behavior
4. Frustrated teacher behavior
5. Collegial teacher behavior
model
is
that
From the dimensions of this model of school
organizational climate, it is apparent that
interpersonal relations, work practices, teachers’
behaviors and principal leadership behaviors in a
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school organization create the climate of a school
organization.
OCCUPATIONAL COMMITMENT
- One of the more common definitions of
occupational
commitment
states
that
occupational commitment refers to a person’s
belief in and acceptance of the values of his
chosen occupation or line of work, and
willingness to maintain membership in the
occupation (Ritzer & Trice, 1969; Vandenberg &
Scarpello, 1994).
- Occupational commitment as “socially accepted
behaviors that exceed formal and/normative
expectations relevant to the object of
commitment” (p.48).Weiner and Gechmen (1977)
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OCCUPATIONAL COMMITMENT

Affective occupational commitment (AOC) measured teachers’ desire
to remain in the teaching profession, identification with, involvement
in the teaching profession, and emotional attachment to teaching
profession.

Continuance occupational commitment (COC) measured teachers’
recognition of the costs associated with leaving the teaching
occupation, and sacrifice in the profession.

Normative occupational commitment (NOC) measured teachers’
sense of obligation and loyalty to the teaching profession.
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
Supportive principal behavior is directed towards both social
needs and task achievement of the faculty. The principal is
helpful, genuinely concerned with teachers, and attempts to
motivate them by using constructive criticism and by setting an
example through hard work.

Directive principal behavior is rigid and domineering. The
principal maintains close and constant monitoring of all teachers
and school activities down to the smallest detail.

Engaged teacher behavior reflects a faculty in which teachers are
proud of their schools, enjoy working with each other, are
supportive of their colleagues, and committed to the success of
their students.
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Frustrated
teacher behavior depicts a
faculty that feels burdened with routine
duties, administrative paperwork and
excessive assignments unrelated to
teaching.
Intimate
teacher behavior reflects a strong
and cohesive network of social relations
among the faculty.
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RESEARCH QUESTIONS
This study endeavored to answer the following research
questions:
1. What is the level of overall occupational commitment of
public secondary schools teachers?
2. What are the levels of public secondary school teachers’
occupational commitment as measured by affective,
continuance and normative occupational commitment?
3. What is the level of organizational school climate as perceived
by the public secondary school teachers?
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RESEARCH QUESTIONS
4. Is there a significant relationship between occupational commitment
(affective, continuance and overall occupational commitment) and age,
teaching experience, years in the present school and number of children?
5. Is there a significant difference regarding teachers occupational
commitment (affective, continuance and overall occupational
commitment) based on their gender, marital status, academic qualification
and ethnic group?
6. Is there a significant relationship between teachers’ perceptions of
organizational climate and occupational commitment (affective,
continuance, normative and overall occupational commitment)?
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RESEARCH METHODOLOGY
- This is a descriptive-correlational study.
- The sample of the study were full time public
secondary school teachers in Kuala Lumpur,
Malaysia. A list of teachers’ names was
obtained from the State Department of
Education.
- The sample was 510 teachers who had at least
one year of teaching experience in their
current school.
- The research utilises 2 sets of questionnaire,
occupational commitment and occupational
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climate.
RELIABILITY COEFFICIENTS FOR THE STUDY
Measurement
Occupational
Commitment
Questionnaire
(OCCQ)
1.
2.
3.
Organisational
Climate
Questionnaire
(OCDQ-RS)
1.
2.
3.
4.
5.
Scale/Component
Alpha
Coefficient
Affective Occupational
Commitment
Continuance Occupational
Commitment
Normative Occupational
Commitment
.88
Supportive Principal Behavior
Directive Principal Behavior
Engaged Teacher Behavior
Frustrated Teacher Behavior
Intimate Teacher Behavior
.79
.76
.83
.76
.87
.75
.85
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INTERPRETATION ON THE STRENGTH OF THE CORRELATION
COEFFICIENTS
r
Strength of Relationship
r2 (% of Variance
Explained)
.75-1.00
.50-.74
.25-.49
.00-.24
Strong
Moderate to High
Low to Moderate
Weak
56% to 100%
25% to 55%
6.3% to 21%
0.0% to 5.8%
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TABLE 1:RESPONDENTS’ DISTRIBUTION ACCORDING TO AGE, NUMBER OF
CHILDREN,TEACHING EXPERIENCE AND YEARS IN THE PRESENT SCHOOL.
Variable
Frequency
Percent
Age (Years)
< 30
30-45
>45
82
308
43
101
165
167
128
255
50
232
169
32
21-54
2.1 (1.7)
0-10
10.9 (7.3)
2-34
6.0 (4.8)
2-30
23.9
58.9
11.5
Years in a Current School
<5
5-14
>14
35.7 (6.7)
23.3
38.2
38.5
Teaching Experience (Years)
<6
6-20
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Range
18.3
71.2
9.9
Number of children
0
1-2
>2
Mean (SD)
53.6
39.0
7.4
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LEVELS OF OCCUPATIONAL COMMITMENT
 More
than half of the respondents (55.4%) indicated a moderate
level of affective occupational commitment and more
than one-third of the respondents (43%) reported a high level. A
great percentage of the respondents (70.4%) reported a
moderate level of continuance occupational commitment while
nearly one-third of respondents (29.1%) reported a high level.
 For
normative occupational commitment, almost two-
thirds of the respondents (66%) showed a moderate level and
about one-third of them (33.5%) showed a high level.
 Furthermore, less than two-thirds of the respondents (62.8%)
indicated a moderate level of overall occupational
commitment; whereas just above one-third of the
respondents (35.1) showed a high level of overall occupational
commitment.
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LEVEL OF ORGANIZATIONAL CLIMATE
 More
than one-half of the respondents (60.7) indicated that
their principals were moderately supportive and just
over 30% of the respondents indicated their principals were
lowly supportive.
to directive principal behavior, more than half of
the respondents (59.6%) perceived that their principals
practiced a moderate level of directive principal behavior
while more that one-third of the respondents (35.3%)
perceived their principals practices a low level of directive
principal behavior.
 Related
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 The
results revealed that supportive principal behavior
positively and significantly correlated with each dimension of
occupational commitment; affective, continuance, normative
and overall occupational with r = .14, .20, .13 and .17, p ≤ .05
respectively.
 These
results showed that the magnitude of correlations
between supportive principal behavior and all dimensions of
occupational commitment were week.
 In
relation to directive principal behavior, the results in Table 1
show that no significant relationship existed between
respondents’ perception of directive principal behavior and each
of affective, continuance, normative and overall occupational
commitment.
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 For
the relationship between frustrated teacher behavior
and occupational commitment, it was found in table 2 that
there was a negative and significant relationship between
respondents’ perception of frustrated teacher behavior and
each dimension of occupational commitment, affective
occupational commitment (r = -.23, p ≤ .01), continuance
occupational commitment (r=-.13, p ≤ .01) and overall
occupational commitment (r=-.21, p ≤ .01). the data
inferred that the relationship between perception of
frustrated teacher behavior and each of affective,
continuance, normative and overall occupational
commitment was weak.
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

The results showed that respondents’ perception of intimacy
teacher behavior correlated positively with each of affective,
continuance, normative and overall occupational commitment.
The relationship of perceptions of intimacy teacher behavior with
affective occupational commitment was significant but weak with r=.10
(p ≤ .05), whereas the relationship between perceptions of intimacy
teacher behavior and continuance, normative and overall occupational
commitment were not- significant.
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TABLE 2: THE CORRELATION COEFFICIENTS OF OCCUPATIONAL COMMITMENT WITH PERCEPTIONS
OF ORGANIZATIONAL CLIMATE
Variable
AOC
COC
NOC
Overall OC
Supportive
Principal Behavior
(SPB)
.14**
.20**
.13**
.17**
Directive Principal
Behavior (DPB)
-.06
.02
-.02
-.04
Engaged Teacher
Behavior (ETB)
.26**
.26**
.22**
.28**
Frustrated Teacher
Behavior (FTB)
-.23**
-.13**
-.18**
-.21**
.10*
.08
.06
.09
Intimacy Teacher
Behavior (ITB)
n =433
* Significant at p .05
** Significant at p.01
Note: AOC =Affective Occupational Commitment,
COC = Continuance Occupational Commitment
NOC = Normative Occupational Commitment
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IMPLICATION

Teachers’ level of occupational commitment is at a moderate level. The
practitioners should find means to improve the level of occupational
commitment as teachers are facing more challenges to carry out more
responsibilities during this era of frequent educational reforms.
Particularly, more improvement is required on continuance and
normative occupational commitment. Furthermore, commitment to
occupation is a multidimensional construct and each dimension has its
factors that are associated with it.

From this, it is recommended that practitioners understand the
distinctions of these forms of commitment (affective, continuance and
normative occupational commitment) and factors associated with each of
them in order to focus on whether they want to establish a policy of
teachers’ commitment to their occupation. The practitioners should make
clear which form of commitment teachers lack most and which form
exists abundantly
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IMPLICATION
 Supportive
principal behavior, engaged teacher behavior and
frustrated teacher behavior have indicate their significant
correlations with occupational commitment and its components.
Principals in the schools should have a supportive approach to
leadership in schools.
 The
Ministry should focus on giving roles that are relevant to the
teaching profession and avoid giving work that teachers consider
as irrelevant to their teaching occupations. Furthermore, to have
teachers with a positive identification with, attachment to and
involvement in their school, teachers’ intimacy should be given
due consideration
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IMPLICATION

School organization are an important place for teachers to
become committed to their occupation because teachers
practice their profession in schools, i.e. their working places.
Therefore, principals and practitioners are required to make
schools a place where teachers can become committed
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KEPEMIMPINAN DAN IKLIM ORGANISASI
SEKOLAH
 IKLIM

ORGANISASI SEKOLAH
Iklim organisasi ialah jumlah kualiti persekitaran dalam sesebuah
organisasi. Iklim boleh dikategorikan kepada dua iaitu iklim terbuka
dan iklim tertutup (Halpin & Croft, 1963). Iklim organisasi
bermula dari bidang psikologi. Ia boleh digambarkan sebagai
‘personaliti’ sesebuah sekolah. Apabila kita melawat mana-mana
sekolah kita akan merasa wujud kelainan antara sekolah tersebut
dengan sekolah lain.
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IKLIM TERBUKA

Menggambarkan sebuah sekolah yang bertenaga, hidup dan
sentiasa bergerak ke hadapan untuk mencapai matlamat. Iklim
ini menyediakan rasa kepuasan dalam kalangan ahli sekolah.
Tindakan kepemimpinan dilihat lebih mudah dan sesuai untuk
kedua-dua pemimpin dan pengikut. Ciri utama iklim terbuka
ialah tingkahlaku tulen ditonjolkan oleh ahli sekolah. Ciri-ciri
iklim sekolah terbuka menggambarkan wujud kadar rintangan
dan kadar terpisah yang rendah antara ahli, tidak menekankan
pengeluaran, serta kadar kepercayaan dan pertimbangan yang
tinggi diamalkan oleh pemimpin.
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IKLIM TERTUTUP

Sikap tidak peduli dalam kalangan staf menggambarkan iklim tertutup.
Organisasi sekolah tidak bergerak. Semangat staf berada di aras rendah
kerana ahli organisasi tidak mencapai kepuasan dalam prestasi bekerja
serta kepuasan dalam keperluan sosial mereka. Tingkahlaku ahli boleh
ditafsirkan sebagai tidak tulen, dan organisasi dalam keadaan
pergerakan mendatar. Jadi ciri-ciri iklim tertutup dicirikan oleh
suasana di mana wujud kadar rintangan, pengasingan dan pemisahan
antara ahli yang tinggi. Terdapat hubungan yang tidak mesra dalam
kalangan guru dan guru tidak mempunyai semangat yang tinggi.
Pemimpin pula memberi tekanan kepada pengeluaran.
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MENGUKUR IKLIM SEKOLAH
 Walaubagaimanapun,
sebenarnya darjah keterbukaan
iklim sekolah adalah hasil daripada interaksi antara ahli
organisasi yang berkualiti. Hoy et.al, (1991) telah
menjelaskan iklim sekolah melalui instrumen yang
mengukur enam tingkahlaku seperti berikut: yang
dipanggil
OCDQ-RE
(Organizational
Climate
Description Questionnaire) untuk sekolah rendah.
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1.Tingkah laku Pengetua yang Menyokong
 Tingkahlaku ini menggambarkan pertimbangan terhadap guru.
Pemimpin mendengar pandangan dan cadangan guru. Pujian
diberikan dengan jujur dan kerap. Kritikan diberikan secara
membina, kecekapan guru dihormati, dan pemimpin menunjukkan
minat secara peribadi dan profesional kepada guru.
2.Tingkah laku Pengetua yang Direktif
 Tingkahlaku ini berbentuk ‘rigid’, penyeliaan rapi, pemimpin
mengamalkan pemantauan dan kawalan yang berterusan terhadap
kerja dan aktiviti guru dengan terperinci.
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3. Tingkah laku pengetua yang ‘restrictive’
 Tingkahlaku ini menghalang, dan bukan membantu guru dalam
melaksanakan tugas. Pengetua membebankan guru dengan
menyediakan kertas kerja, menulis keperluan jawatankuasa, tugas
rutin, dan keperluan tugas lain yang mengganggu tanggungjawab
pengajaran mereka.
4.Tingkah laku guru yang ‘collegial’
 Tingkahlaku ini menyokong interaksi terbuka dan profesional
antara guru. Guru merasa bangga terhadap sekolah, seronok
bekerja dengan rakan setugas, bersemangat, menerima dan
menghormati rakan sekerja.
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5.Tingkah laku guru yang mesra
 Tingkahlaku ini menggambarkan hubungan sosial yang kohesif
antara guru. Guru-guru mengenali satu sama lain, menjadi rakan
peribadi yang rapat, selalu bergaul bersama, dan menyediakan
sokongan antara satu sama lain.
6.Tingkah laku guru yang tidak mesra
 Tingkahlaku ini menggambarkan aktiviti profesional yang tidak
berfokus dan tidak bermakna. Guru menggunakan masa untuk
melaksanakan tugas yang tidak produktif, mereka tidak mempunyai
matlamat bersama. Tingkahlaku mereka berbentuk negatif dan
selalu mengkritik rakan di sekolah.
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MENGUKUR IKLIM SEKOLAH MENENGAH

Hoy et.al (1991) juga telah membentuk satu laagi instrumen
untuk mengukur iklim sekolah menengah yang dipanggil
OCDQ-RS. Lima tingkahlaku digunakan untuk menjelaskan
iklim organisasi sekolah menengah seperti berikut:
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1.Tingkah laku Pengetua yang Menyokong (Supportive
Principal Behaviour)

Tingkahlaku ini menggambarkan usaha pengetua untuk
memotivasikan guru-guru dengan menggunakan kritikan yang
konstruktif dan memberi contoh melalui kerja kuat. Pada masa
yang sama pengetua akan membantu dan memberi perhatian
sebenar terhadap kebajikan peribadi dan profesional guru.
Tingkahlaku ini terarah untuk mencapai keperluan sosial dan
pencapaian tugas guru.
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2.Tingkah laku Pengetua yang direktif (Directive Principal Behaviour)
 Tingkahlaku yang ‘rigid’ dan mempraktikkan penyeliaan yang menindas.
Pengetua tetap mengekalkan kawalan yang rapi dan berterusan terhadap
guru dan aktiviti sekolah dengan terperinci.
3.Tingkah laku guru yang “engaged” (Engaged Teacher Behaviour)
 Tingkahlaku ini digambarkan oleh semangat guru yang tinggi. Guru
bangga terhadap sekolahnya, seronok bekerja dengan rakan, dan
menyokong rakan sekerja. Mereka bukan sahaja memberi perhatian
terhadap satu sama lain, tetapi komited terhadap kejayaan pelajar mereka.
Mereka mesra dengan pelajar, percayakan pelajar dan optimistik dengan
keupayaan pelajar untuk berjaya.
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4. Tingkah laku guru yang kecewa (Frustrated Teacher Behaviour)
 Tingkahlaku ini menggambarkan pola umum di mana wujud
campurtangan pihak pentadbiran dan rakan sekerja yang
menganggu tugas pengajaran yang asas. Tugas rutin, kertas kerja
pentadbiran, dan terlalu banyak tugasan bukan pengajaran. Guruguru berasa marah dan akan mengganggu antara satu sama lain.
5. Tingkah laku guru yang mesra/intimate (Intimate Teacher
Behaviour)
 Tingkahlaku ini menunjukkan jaringan dan hubungan sosial antara
guru yang kohesif dan kuat. Mereka mengenali dengan baik satu
sama lain, berkawan dengan rapat dan mesra.
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HUBUNGAN STAIL KEPEMIMPINAN DAN
IKLIM SEKOLAH
Tinggi
Pertimbangan
Kuadran III
 Pertimbangan tinggi
 Penstrukturan tugas
rendah
Kuadran IV
 Pertimbangan rendah
 Penstrukturan tugas
rendah
Kuadran II
 Pertimbangan tinggi
 Penstrukturan tugas
tinggi
Kuadran I
 Pertimbangan rendah
• Penstrukturan tugas
tinggi
Rendah
Penstrukturan Tugas
Rendah
Tinggi
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







Kuadran 1
:
Pemimpin ini rendah dalam pertimbangan tetapi tinggi dalam penstrukturan tugas. Beliau
berorientasikan tugas dan hanya berminat dengan perlaksanaan tugas, lupa bahawa ia
berurusan dengan manusia yang ada perasaan.
Kuadran II
:
Pemimpin ini tinggi dalam pertimbangan dan tinggi juga dalam menstrukturkan tugas. Beliau
berjaya memimpin dengan cekap dan berkesan, mampu mengurus kakitangan dan kerja
dengan baik.
Kuadran III :
Pemimpin ini tinggi dalam pertimbangan tetapi rendah dalam menstrukturkan tugas. Beliau
mengekalkan hubungan mesra dengan pekerja dan memberi sepenuh perhatian terhadap
kebajikan kakitangan, tetapi tidak efektif dalam penyempurnaan tugas.
Kuadran IV :
Pemimpin ini rendah dalam pertimbangan dan penstrukturan tugas. Cara kepimpinannya
menghasilkan kekecohan dan tidak efektif.
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SCHOOL
CULTURE AND
SCHOOL CLIMATE
INTRODUCTION
Culture of efficacy is defined as the extent to which the school teachers have mutual perception that
their collective effort will positively impact students.
Culture of trust can be interpreted as the extent to which there is mutual trust between the
principal and the teachers, the teachers abd the colleagues, the school personnel, parents and
students.
Culture of control means the extent to which students are controlled in relation to the structure and
norms of the school. TWO cultures of control:
1. A custodial culture resulting in rigid and highly controlled setting that places too much importance
on maintaining order.
2. Humanistic culture of control which encourages students to learn through cooperative interaction
and experience.
School climate, on the other hand, can be viewed ad the environment of the school and this includes
the formal and informal organisation, teaching and non- teaching staff as well as the students. School
leadership plays an influential role in affecting the environment. The “quality and character” of the
school is viewed based on the collective perception of what is experienced in school and can be
measured via its open or close nature and whether it is a healthy organisation.
STRONG CULTURE, OPEN AND HEALTHY CLIMATE
Open climate share several characteristics:
1)
First and foremost, these principals are reflective in nature. They use information gathered
from reports, teachers, parents, and community members to develop reasoned approaches for
action and help generate new meanings about the changes ahead.
2)
Second, they are collaborative. They share leadership with staff at al levels of the organisation
because they know that teams of people who share the same goals are more effective than
principals who work alone. These principals create time for teams to meet, plan, and teach
together.
3)
Third, they are intentional in what they do. They have a strong sense of direction and infuse
their core values, beliefs, and attitudes into building an inclusive culture in their school. They also
pace the rate and number of changes carefully to prevent the teaching staff from becoming
overwhelmed.
4)
Fourth, they are not afraid to take risks and are willing to try
something different. They tend to be actively engaged in pursuing
innovative solutions that can help include the minorities, whether due to
abilities, culture, language, or ethnic origin.
5)
Fifth, they place great importance on relationships. They “go to the
extra mile” to work with staff, parents and community members to solve
differences and find workable solutions. These principals work hard to build
trust and promote changes by sharing information honestly with all
involved.
6)
Finally, they are accessible to the people in the school community.
They are not chained to their desks. Instead, they routinely get involved at
the ground level with students, teachers, parents and community members
to address issues confronting their school.
UNHEALTHY CULTURE AND CLOSE CLIMATE

The culture is unhealthy when there is no passion and
commitment among the school citizens and when the
leadership of the school does not lead or enable interactions
which lead to higher efficacy among the school citizens.

Toxic culture can also develop when school leadership ignores
or neglects changes in the school which should be address.

Failure to address unhealthy school culture can result in the
destruction of motivation, commitment and royalty of the
students, teachers, administrators as well as parents.
THANK YOU
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