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Volume :7 Issue : 26 1981      Add To Cart                                                                    Download

THE ORGANIZATIONAL CLIMATE OF SCHOOLS IN QATAR

Auther : Dr. Suliman Al-Khodary Al-Sheikh and Dr. F. Ahmed Zaher

 

         This preliminary study was conducted with the purpose of identifying the types of organizational climate prevailing in Qatari schools and exploring the possible effects of three variables on school climate.  These variables were:

a)     type of school (Male/Female),

b)    stage (Preparatory vs secondary), and

c)     size of school (large vs small).

          Eight schools, selected on the basis of the variables investigated, participated in the study. 218 male and female teachers randomly selected from those working in the selected schools were asked to respond to the Organizational Climate Description Questionnaire (QCDQ).  This questionnaire originally developed by Halpin & Croft and adapted by the present researchers, was used to determine the type of climate prevailing in each school.  It included statements describing behaviours that usually occur in school situations.

          The instrument, which, consists of seventy like-type items, subdivided into eight subjects.  Each subject provides a measure of one of the eight dimensions comprising the climate of any school. Four of the dimensions of climate are associated with the collective behaviour of the teaching staff (disengagement, hindrance, esprit & intimacy), while the remaining four dimensions are related to the behaviour of the director of the school (aloofness, production emphasis, thrust, & consideration).  The pattern formed by the eight school standard scores determines the type of organizational climate found in that particular school.  In this way, six distinct climates, each with distinct features, could be identified which could be placed on a continuum ranging from open to closed climates.  These are open, Autonomous, Controlled Familiar, Paternal and Closed.

          Dates were statistically analyzed and the analysis of variance was utilized to determine the significance of differences, if any.

          The results indicated that:

 1.     The organizational climates found in the selected schools did not correspond neatly with the six climate types described by Halpin & Croft.

 2.     Significant differences were found between boy’s and girl’s schools in the dimensions relating to teachers’ behaviors. Girls’ schools scored significantly higher on disengagement (P<0.01), Hindrance (P<0.05), and Intimacy (P<0.1).  On the other hand Boys’ schools were higher on Esprit (P<0.01).  As to the dimensions pertinent to the director’s behaviors in both types of schools no significant differences were found.

 3.     There were significant differences between preparatory and secondary schools only on the dimensions pertinent to the director’s behaviors.  Preparatory schools scored significantly higher on Aloofness (P<0.01), Production Emphasis (P<0.01), and Consideration (P<0.05).

 4.     Schools size seemed to have a significant effect on the dimensions of school climate relating to the director’s behavior.  Small schools scored higher on Aloofness (P<0.05), Production Emphasis (P<0.01) and Consideration (P<0.01).  Large schools, on the other hand scored significantly higher on Hindrance than did smaller schools.

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May 18, 2017

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