Teachers' Perceptions of Organizational School Climate and Communication Satisfaction

Autor/in	Jahn, Janet
Titel	Teachers' Perceptions of Organizational School Climate and Communication Satisfaction
Quelle	(2019), (136 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, College of Saint Mary
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3920-9979-7
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Elementary School Teachers; Educational Environment; Questionnaires; Organizational Climate; Urban Schools; Collegiality; Teacher Administrator Relationship; Principals; Teacher Behavior; Satisfaction; Interpersonal Communication; Iowa; Organizational Climate Description Questionnaire + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Fragebogen; Organisationsklima; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Kollegialität; Principal; Schulleiter; Teacher behaviour; Zufriedenheit; Interpersonale Kommunikation
Abstract	This quantitative correlational study examined the relationship between elementary teachers' perceptions of organizational school climate and their levels of communication satisfaction. Maslow's hierarchy of needs theory was at the core of this research study design. Data was collected from 47 elementary classroom teachers from 11 elementary schools in an urban school district in Iowa. Two data collection tools were utilized to examine the three research questions. The first tool was the Organizational Climate Description Questionnaire for Elementary Schools (OCDQ-RE) (Hoy, Tarter, & Kottkamp, 1991), and the second collection tool was the Communication Satisfaction Questionnaire (CSQ) (Downs & Hazen, 1977). Data analysis consisted of descriptive statistics to determine teachers' scores on both questionnaires and a series of Pearson correlation coefficients to investigate the relationship between the scores on the two questionnaires. Results of the study suggest that teachers perceived collegial teacher behavior, supportive principal behavior, and intimate teacher behavior as occurring more frequently than the other three behaviors. Conversely teachers perceived restrictive principal behavior, directive principal behavior, and disengaged teacher behavior as occurring less frequently. Additionally, results of the study indicated that the teachers were satisfied with overall communication. The three types of communication that indicated the highest levels of satisfaction were media quality, horizontal and informal communication, and organizational integration. Results of the Pearson correlation coefficients found significant statistical relationships between: supportive principal behavior and teacher communication satisfaction, restrictive principal behavior and teacher communication satisfaction, collegial teacher behavior and teacher communication satisfaction, and disengaged teacher behavior and teacher communication satisfaction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01