How School Climate Predicts Teachers' Organizational Silence

Autor/in	Alqarni, Saleh Ali Y.
Titel	How School Climate Predicts Teachers' Organizational Silence
Quelle	In: International Journal of Educational Administration and Policy Studies, 12 (2020) 1, S.12-27 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2141-6656
Schlagwörter	Predictor Variables; Teacher Behavior; Organizational Climate; Foreign Countries; Elementary School Teachers; Private Schools; Administrator Behavior; Principals; Teacher Administrator Relationship; Leadership Styles; Collegiality; Self Expression; Teacher Attitudes; Psychological Patterns; Educational Environment; Saudi Arabia + Suchen Sie Ihr Suchwort? Prädiktor; Teacher behaviour; Lehrerverhalten; Organisationsklima; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Private school; Privatschule; Principal; Schulleiter; Führungsstil; Kollegialität; Ausdruck; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Saudi-Arabien
Abstract	This study aims to explore the relationships between school climate constructs and teachers' organizational silence (OS) and to analyze how school climate predicts teachers' OS. The study population comprised all teachers (2,237) working in private primary schools in Jeddah, Saudi Arabia. The sample consisted of 329 responses, which represented 14.7% of the original population. Structural equation modeling for path analysis between the main constructs (teacher behavior, principal behavior) and teachers' organizational silence revealed the influence of principal behavior on teachers' silence was significant. However, the influence of teachers' behavior on teachers' silence was found to be non-significant. The relationships between teachers' OS and four school climate constructs (supportive principal behavior, directive principal behavior, collegial teacher behavior, intimate teacher behavior) were negative, while the relationships between teachers' organizational silence and two school climate scales (restrictive principal behavior, disengaged teacher behavior) were positive. It is recommended that top educational management officials develop relevant policy procedures, such as legislating necessary regulations to protect whistle-blowers in the school environment. Given the increased popularity of the Organizational Climate Description Questionnaire for Elementary Schools (OCDQ-RE) in measuring school typology, we encourage the use of this questionnaire to predict other teachers' behaviors in the school environment. (As Provided).
Anmerkungen	Academic Journals. e-mail: IJEAPS@academicjournals.org; Web site: http://www.academicjournals.org/journal/IJEAPS
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01