S, Thakur R. (1996). A Study of Relationship among School Climate, Professional Zone of Acceptance of Teachers and Teacher Morale in the context of Teacher’s Organismic Variables. Unpublished. Ph.D., Education. Gujarat University, Ahmedabad, Gujrat.
The objectives of the study were: (1) To identify and study the organizational climate of secondary schools of central Gujarat. (2) To identify and study the morale of teachers in secondary schools of central Gujarat. (3) To assess the professional zone of acceptance (PZA) of teachers and to categorize the teachers into narrow and wide zones of acceptance. (4) To investigate the relationship between PZA of teachers and the organizational climate of the schools. (5) To investigate the relationship between the morale of the teachers and the school climate. (6) To investigate the relationship between the school climate and the PZA of teachers. (7) To categorize schools into open and close climate schools on the basis of OCDQ (Organizational Climate Description Questionnaire) scores.
A Stratified Random Sample of 143 secondary schools of central Gujarat was selected at the initial stage. Of these, 99 schools responded completely to OCDQ. Thus the final sample comprised of 99 schools and 495 teachers (five from each school). The data was collected by administering OCDQ developed by M. T. Patel for assessing school climate.
The teacher morale was assessed with the help of Purdue Teacher Opinionnaire (PTO) adapted by Pandya (1985). The professional zone of acceptance of teachers was assessed by PZAI by Kunz (1973).
It was a survey study.
One way and two way ANOVA, Chi-square and correlational techniques were used to analyze the data.
The major findings were: (1) The teachers of both open and close climates were similarly prone to academic activities and to work well. (2) The teachers of open climate schools would engage themselves more in the routine than those of the closed climate schools. (3) The teachers of open climate schools were more satisfied and enjoying a sense of accomplishment more in their job than those of the closed climate schools. (4) The teachers of open climate schools would show intimacy among them regarding their relationships in and outside the school. (5) The principals of the open and closed climate schools manifested Aloofness’ behaviour equally. (6) The principals of open climate schools acted more vigorously, tended to show more Thrust’ characteristics and were more considerate and humanistic as compared to those of closed climate schools. (7) Schools of both the category differed significantly in respect of their openness’ elements. (8) The teacher rapport with the principal in all the schools was identical. (9) All the teachers were satisfied with the teaching. (10) The rapport among teachers was healthy. (11) Majority of the teachers showed high morale on the salary problem. (12) The teachers showed no disagreement regarding the teacher’s load. (13) On curriculum issues, the teachers showed more than average moral status. (14) Majority of the teachers agreed with the teachers of other schools regarding the issue of their professional status. (15) The teachers had different opinions regarding the factors of community support of education, community pressures on schools and the responsibilities of the schools. (16) The teachers of open climate schools had wider PZA than those of closed climate schools. (17) The widest PZA was displayed by Aloofness characteristic of the principal while narrowest zone was displayed by one’s consideration characteristic. (18) The teachers having high morale were prone to display wider PZA than those having low morale. (19) Interaction between school climate and principal’s characteristic was significant in the production of PZA of teachers.
Keyword(s): Relationship , School Climate, Professional Zone, Acceptance of Teachers, Teacher Morale,