S, Chauhan V. (1993). The Effect of School Organization Climate on Attitude of Teachers Towards Creative Learning and Teaching. Unpublished. Ph.D., Education. Dr. B.R. Ambedkar University, Agra, U.P.
The objectives of the study were: (1) To study & categorize attitudes of teacher of higher secondary school towards creative learning serving in schools of different organizational climate. (2) To find out the extent to which teachers of higher secondary school having favorable and unfavorable attitudes towards creative learning differ in respect of school organizational climate. (3) To make a comparative study of the effect of different types of school organizational climate on attitude of teachers of higher secondary schools towards creative learning. (4) To study & categorize attitudes of teachers of higher secondary schools towards creative teaching serving in schools of different organizational climate. (5) To find out the extent to which teachers of higher secondary schools have favorable and unfavorable attitude towards creative teaching differ in respect of school organizational climate. (6) To make a comparative study of the effect of different type of school organizational climate on attitude of teachers of higher secondary school towards creative teaching.
The hypotheses of the study
were: (1) By and large teachers of higher secondary school serving in schools
of different organizational climate would be found to have unfavorable attitude
towards creative learning. (2) Teachers of higher secondary schools having
favorable and unfavorable attitude towards creative learning would not be found
to differ significantly in respect of each school organizational climates. (3)
No significant difference would be found in the effect of different types of
school organizational climate on attitude of teachers of higher secondary
schools towards creative thinking.
The sample comprised 415 teachers from 15 different inter college of Agra city selected by random sampling method.
School Organizational Climate Descriptive Questionnaire (SOCDQ) by M.L. Sharma and Opinions on Creative Learning and Teaching (OCLT) by E. Paul Torrance and Phillips were used for data collection.
The descriptive method of research was used by researcher.
The data was analyzed by percentage, chi-square and t-test.
The findings of the study were: (1) The teachers of open verses autonomous and paternal school organizational climate did not have same nature of attitude towards creative learning. (2) The teachers of open verses controlled, autonomous verses familiar, controlled and paternal, familiar verses controlled and paternal; and controlled verses paternal school organizational climate tended to have same nature of attitude towards creative learning. (3) Open verses autonomous school organizational climate influenced the attitude of teachers having favorable attitude towards creative learning. (4) Teachers of open verses familiar, controlled and paternal, autonomous verses familiar, controlled, and paternal; familiar verses controlled and paternal; and controlled verses paternal school organizational climates did not tend to affect or have same nature of attitude towards creative learning. (5) By and large, teachers of different school organizational climate i.e. open, autonomous, familiar, controlled and paternal had favorable attitude towards creative teaching. (6) Teachers of autonomous verses familiar school organizational climate influenced the attitude of teachers towards creative teaching. (7) With the remaining climate combinations, teachers had unfavorable attitude or did not tend to influence attitude towards creative teaching in the climate combinations, like, open verses autonomous, familiar, controlled and paternal, autonomous verses controlled and paternal, familiar verses controlled and paternal and controlled verses paternal. (8) Attitude of teachers of familiar verses controlled school organizational climate did not tend to have same nature of attitude towards creative teaching. (9) Teachers between climate groups of open verses autonomous, familiar, controlled and paternal, autonomous verses familiar, controlled and paternal, familiar verses paternal, and controlled verses paternal school organizational climate tended to have same nature of attitude towards creative teaching.
Keyword(s): Organization Climate , Attitude of Teachers, Creative Learning,