A study of the relationship between the organizational climate and pupil control ideology of the professional staffs in selected secondary schools in Shiraz, Iran /

Abstract

The results indicated that: (1) There were no significant relationships between the sampled Iranian teachers' and administrators' mean scores, respectively, on pupil control ideologies and their perceptions of their school climate, based on the Openness Index of the climate; nor between their mean scores on pupil control ideologies and the eight dimensions of the school climate. (2) There were no significant differences between the mean scores of administrators' perceptions of their school's climate; nor between their mean scores on their pupil control ideologies within the eight different groups included in relation to the geographical location, students' gender, and grade levels of the schools. (3) Significant differences were found between the mean scores of teachers' perceptions of their school climate within the eight different groups included in relation to the geographical locations of the schools. (4) Significant differences were found between the mean scores of teachers' pupil control ideologies within the eight different groups included in relation to the gender of students attending the schools.

This study was undertaken to: (1) identify the organizational climates of the Public Secondary Schools (Middle and High) in the city of Shiraz, Iran, and its related outlying areas; (2) investigate pupil control ideology of these schools' professional staffs; (3) discover possible relationships between the schools' climate and the Pupil Control Ideology of their professional staffs; and (4) examine if the schools' professional staffs' perceptions of their school climate and their pupil control ideologies are influenced by the: grade levels, students' gender, and schools' geographical locations.

On the basis of these findings it was concluded that: the sampled Iranian teachers' perceptions of their schools climate are significantly affected by the geographical location of the schools; and their pupil control ideologies seemed to be affected by the gender of the students they taught.

Eight major null hypotheses were formulated to be tested. The Organizational Climate Description Questionnaire Form IV, and the Pupil Control Ideology Form were distributed among 435 randomly selected Iranian Public Schools' educators in Thirty-Seven selected schools in Shiraz Township. 424 completed and usable returned questionnaires were analyzed by means of three-way ANOVA, and Pearson correlation techniques, using the Statistical Analysis System computer program.