Perceptions of organizational climate in elementary and intermediate schools in Libya.

Abstract

Conclusions based on the findings of the study were as follows: (1) The relationships of principals and teachers can be described as reasonably satisfactory, but formal in character. (2) The interaction among teachers in elementary and intermediate boys' and girls' schools is greater in low than in high socio-economic areas. (3) The schools in high socio-economic areas are more open in climate than the schools in low socio-economic areas. (4) The atmosphere in boys' schools is more rigid in character than that of girls' schools. (5) Teachers in girls' schools perceived their schools' climate to be more open than those in boys' schools. (6) The principals in girls' schools perceived their schools' climate to be more open than principals in boys' schools.

The four null hypotheses were analyzed by using one-way analysis of variance (ANOVA), t-test, and three-way analysis of variance (ANOVA). Each null hypothesis was tested for the eight subtest dimensions of organizational climate: Disengagement, Hindrance, Esprit, Intimacy, Aloofness, Production Emphasis, Thrust, and Consideration.

The data for this study were obtained by using the Organizational Climate Description Questionnaire (OCDQ), developed by Halpin and Croft. The instrument was translated into the Arabic language.

This study investigated the teacher-principal perceptions of the organizational climate in elementary and intermediate public schools in the district of Benghazi, Libya.

Two hundred forty-three teachers and eighty-one principals participated in the study from eighty-one elementary and intermediate schools for boys and girls. The schools were selected by use of criteria that were developed for the study. The investigator returned to his Country Libya, for the purpose of administering the questionnaire and collecting the data.