Organizational School Climate in City High Schools from the Perspective of Teachers

Tadić, Violeta and Kordić, Boris (2024) Organizational School Climate in City High Schools from the Perspective of Teachers. Zbornik radova Pedagoškog fakulteta, 27 (26). pp. 31-46. ISSN 2560-550Х

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Abstract

A positive organizational school climate is recognized as a significant factor in teacher well-being and student learning outcomes. This research examined the quality of the organizational school climate in high schools in the Republic of Serbia. A sample of 149 teachers from nine high schools completed a self-report questionnaire (77.9% male, and 22.1% female). Measures included the Organizational School Climate Scale – factors: School management and interactions (α = .96), and School commitment (α = .90). The results showed that the quality of the organizational school climate was high: School management and interactions (M = 4.30); School commitment (M = 4.44). Also, differences in the evaluation of the organizational school climate concerning the schoolsʼ locations were confirmed. Regarding the subscale School management and interactions, the results favored schools outside Belgrade t(147) = -3.64, p < .01, as well as regarding the subscale School commitment, where the commitment of teachers was more pronounced in schools outside Belgrade t(147) = -4.75, p < .01. The findings of this research have the potential to encourage reflection on the importance of promoting positive interactions among school members so that the school can achieve its mission and vision of positive education and upbringing of children.

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