Date of Award

5-1-1973

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Teaching & Learning

Abstract

Purpose: This study is postulated on the theory that a direct relationship exists between organizational climate and educational change. The primary purpose of the study was to analyze the relationships between organizational climate and educational changes in selected high schools. A further purpose was to determine if there were significant differences between the principals' and faculties' profile scores on each of the eight subtests of the Organizational Climate Description Questionnaire (OCDQ).

The study also attempted to determine which set of selected teacher biographical variables contributed most to the predictability of each subtest score of the OCDQ.

Method and Procedures: The population for the study was made up of 21 North Dakota high schools. It was limited to high schools with 15 to 30 teachers for grades 9 through 12. One high school was excluded from the study because the district was actively engaged in a national study, thereby, reducing the sample to 20 high schools. The 20 high schools had 382 professional staff under contract.

Instruments used to collect the data included the OCDQ, the Educational Change Checklist, and a biographical data questionnaire. Each faculty member received the OCDQ and a biographical data questionnaire along with a stamped, addressed envelope for their return upon completion. The packets containing the questionnaires were sent to each superintendent for distribution at a special faculty meeting. Personal letters containing copies of the OCDQ and the Educational Change Checklist were sent to each of the high school principals.

Canonical correlation and Chi-square were the statistical treatments selected to test the first hypothesis. The statistical treatment selected to test the second hypothesis was a one-way regression analysis of variance. A setwise backward multiple linear regression approach was used to determine the best predictor set of teacher biographical variables for each of the eight OCDQ subtest scores.

Conclusions: The following conclusions are supported by the data obtained in this study:

1. There was no conclusive evidence found to indicate any definite overall relationships between school climate and educational change.

2. The principals as a group perceive the organizational climate dimension of their schools are being more favorable than do their faculties.

3. The teacher biographical variables of educational background, sex and age, were the best predictors for each of the eight OCDQ subtest scores.

Recommendations: This study revealed a number of questions that could be answered through further research. The following are submitted as recommendations for further study:

1. Research needs to be extended and expanded to provide a more complete view of any relationships between organizational climate and educational change.

2. A longitudinal study should be conducted to determine what effects, if any, the adoption of an educational change has on the organizational climate of a school.

3. The population should be expanded to establish OCDQ norms for high schools located in rural areas.

4. Research should be conducted to explore the possibility of relationships existing between organizational climate and the biographical characteristics of the principal.

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