Organizational Climate Index(1) Questionnaire 166a2x
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ORGANIZATIONAL CLIMATE INDEX (OCI) Organizational Climate Index (OCI) The Organizational Climate Index (OCI) is a short organizational climate descriptive measure for schools. The index has four dimensions —principal leadership, teacher professionalism, achievement press for students to perform academically, and vulnerability to the community. Dimensions (Subtests of the OCI) Collegial Leadership s directed toward both toward meeting the social needs of the faculty and achieving the goals of the school. The principal treats teachers as professional colleagues, is open, egalitarian, and friendly, but at the same time sets clear teacher expectations and standards of performance. Professional Teacher Behavior is marked by respect for colleague competence, commitment to students, autonomous judgment, and mutual cooperation and . Achievement Press describes a school that sets high but achievable academic standards and goals. Students persist, strive to achieve, and are respected by each other and teachers for their academic success. Parents, teachers, and the principal exert pressure for high standards and school improvement. Institutional Vulnerability is the extent to which the school is susceptible to a few vocal parents and citizen groups. High vulnerability suggests that both teachers and principals are unprotected and put on the defensive. Teachers were asked to answer the following questions using a Likert Scale—Rarely Occurs to Very Frequently Occurs 1. The principal explores all sides of topics and its that other opinions exist 16 14 12 10 8 6 4 2 0
15 10 8
Rarely Occurs Sometimes Occurs Often Occurs Very Frequently Occurs
2. A few vocal parents can change school policy 20
17
15 10
Rarely Occurs
9
Sometimes Occurs 4
5
3
Often Occurs Very Frequently Occurs
0
3. The principal treats all faculty as his or her equal 14 12 10 8 6 4 2 0
13 11 8
Rarely Occurs Sometimes Occurs Often Occurs
1
Very Frequently Occurs
4. The learning environment is orderly and serious 20 15
15
Rarely Occurs
10 5 0
16
Sometimes Occurs 1
1
Often Occurs Very Frequently Occurs
5. The principal is friendly and approachable 25
21
20
Rarely Occurs
15
Sometimes Occurs
8
10
Often Occurs
4
5
Very Frequently Occurs
0
6. Select citizen groups are influential with the board 16 14 12 10 8 6 4 2 0
15
9
Rarely Occurs Sometimes Occurs
6
Often Occurs 1
Very Frequently Occurs
7. The school sets high standards for academic performance 35
31
30 25
Rarely Occurs
20
Sometimes Occurs
15
Often Occurs
10 5 0
2
Quite Frequently Occurs
8. Teachers help each other 30
25
25 20
Rarely Occurs
15
Sometimes Occurs
9
10
Often Occurs
5
Very Frequently Occurs
0
9. The principal responds to pressure from parents 20
18
15
Rarely Occurs
9
10
Sometimes Occurs 3
5
Often Occurs Very Frequently Occurs
0
10. The principal lets faculty know what is expected of them 19
20 15
12
10 5 0
Rarely Occurs Sometimes Occurs
2
Often Occurs Very Frequently Occurs
11. Students respect others that get good grades 25
20
20
Rarely Occurs
15
10
10
Often Occurs
3
5
Sometimes Occurs Very Frequently Occurs
0
12. Teachers feel pressure from the community 18
20 15
Rarely Occur 8
10 5
4
Sometimes Occurs 3
Often Occurs Very Frequently Occurs
0
13. The principal maintains definite standards of performance 25
20
20 15 10 5 0
13
Rarely Occurs Sometimes Occurs Often Occurs Very Frequently Occurs
14. Teachers in this school believe that their students have the ability to achieve academically. 30
26
25 20
Rarely Occurs
15
Sometimes Occurs
10
7
Often Occurs
5
Very Frequently Occurs
0
15. Students seek extra work so they can get good grades 25 20
20
Rarely Occurs
15 10
Sometimes Occurs
8
6
5
Often Occurs 1
Very Frequently Occurs
0
16. Parents exert pressure to maintain high standards 25
21
20 15 10 5 0
Rarely Occurs 10
Sometimes Occurs Often Occurs 2
Very Frequently Occurs
17. Students Try hard to improve on previous work 20
17
15
12
Rarely Occurs
10 5
Sometimes Occurs 2
2
Often Occurs Very Frequently Occurs
0
18. Teachers accomplish their jobs with enthusiasm 19
20 15
12
10 5
Rarely Occurs Sometimes Occurs Often Occurs
2
Very Frequently Occurs
0
19. Academic achievement is recognized and acknowledged by the school 18 16 14 12 10 8 6 4 2 0
17 13 Rarely Occurs Sometimes Occurs 3
Often Occurs Very Frequently Occurs
20. The principal puts suggestions made by faculty into operation 15
16 14 12
12
10
Rarely Occurs
8
6
6
Sometimes Occurs Often Occurs
4
Very Frequently Occurs
2 0
21. Teachers respect the professional competence of their colleagues 25
22
20 Rarely Occurs
15
5
Sometimes Occurs
10
10
Often Occurs Very Frequently Occurs
1
0
22. Parents press for school improvement 18 16 14 12 10 8 6 4 2 0
16 12 Rarely Occurs Sometimes Occurs 4
Often Occurs Very Frequently Occurs
23. The interactions between faculty are cooperative 30 24
25 20
Rarely Occurs
15
Sometimes Occurs 9
10
Often Occurs Very Frequently Occurs
5
1
0
24. Students in this school can achieve the goals that have been set for them 19
20 18 16 14 12 10 8 6 4 2 0
13 Rarely Occurs Sometimes Occurs Often Occurs Very Frequently Occurs
25. Teachers in this school exercise professional judgment 25
22
20 Rarely Occurs
15
Sometimes Occurs
10 5 0
7 4 1
Often Occurs Very Frequently Occurs
26. The school is vulnerable to outside pressure 25
23
20 Rarely Occurs
15 10
Sometimes Occurs
8
Often Occurs
5
2
Very Frequently Occurs 1
0
27. The principal is willing to make changes 16
14
14
13
12 10 8 6
Rarely Occurs Sometimes Occurs
6
Often Occurs
4
Very Frequently Occurs
2 0
28. Teachers “go the extra mile” with their students 25
23
20 Rarely Occurs
15 9
10 5 0
Sometimes Occurs Often Occurs Very Frequently Occurs
1
29. Teachers provide strong social for colleagues 30
27
25 20
Rarely Occurs
15
Sometimes Occurs 9
10 5
Often Occurs Very Frequently Occurs
4
0
30. Teachers are committed to their students 28
30 25 20
Rarely Occurs
15 10 5
Sometimes Occurs Often Occurs 5
0
Calculating Sub-Category Totals Collegial Leadership (CL) is the = 1+3+5+10+13+20+27 Professional Teacher Behavior (PTB) = 8+18+21+23+ 25+28+29 Achievement Press (AP) = 7+11+15+16+17+19+22+24 Institutional Vulnerability (IV) = 2+6+9+12+26
CIS Sub category totals Collegial Leadership (CL) Professional Teacher Behavior (PTB) Achievement Press (AP) Institutional Vulnerability (IV)
676 758 732 316
Very Frequently Occurs
Analysis of sub-category scores The scores for all four categories are excellent and show the climate of CIS is strong. The two strongest areas identified by staff were Professional Teacher Behavior (PTB) and Academic Press (AP). The high PTB score indicates the staff has a high degree of respect for the professional competence, decision making of the staff. It also indicates a high degree of collaboration and among teachers. Teachers feel they are “going the extra mile” for students. The Academic Press score indicates a perception that there are high, reachable standards and the principal, staff, students and parents are all pressing for high achievement and continuous school improvement. Staff responses indicate student effort, attitude toward students with good grades are in need of improvement. The score for Collegial Leadership is very strong, but not as high as PTB or AP. Although the staff sees the principal as friendly and approachable, lets them know what is expected of them, sets and maintains high standards of performance, and is willing to make changes, some staff feel that they would like the principal to enact more teacher suggestions throughout the school. The data in the survey show staff feels parent press to be a double edged sword—it is effective in helping to set high standards for achievement and school improvement, but can also cause issues when vocal parents are allowed to have too much influence with the istration and board and allowed to change school policy and decision making about serving students. The teacher responses indicate an underlying feeling that parents are providing more and more outside pressure and the principal is reacting more to the requests of parents. The data show, however a low sub-category score which shows, despite an undercurrent of anxiety about parent press, the staff doesn’t feel it is currently a major threat. All-in-all the data show the climate of CIS to be in great shape and the survey will be a great source of information for improving all areas.
15 10 8
Rarely Occurs Sometimes Occurs Often Occurs Very Frequently Occurs
2. A few vocal parents can change school policy 20
17
15 10
Rarely Occurs
9
Sometimes Occurs 4
5
3
Often Occurs Very Frequently Occurs
0
3. The principal treats all faculty as his or her equal 14 12 10 8 6 4 2 0
13 11 8
Rarely Occurs Sometimes Occurs Often Occurs
1
Very Frequently Occurs
4. The learning environment is orderly and serious 20 15
15
Rarely Occurs
10 5 0
16
Sometimes Occurs 1
1
Often Occurs Very Frequently Occurs
5. The principal is friendly and approachable 25
21
20
Rarely Occurs
15
Sometimes Occurs
8
10
Often Occurs
4
5
Very Frequently Occurs
0
6. Select citizen groups are influential with the board 16 14 12 10 8 6 4 2 0
15
9
Rarely Occurs Sometimes Occurs
6
Often Occurs 1
Very Frequently Occurs
7. The school sets high standards for academic performance 35
31
30 25
Rarely Occurs
20
Sometimes Occurs
15
Often Occurs
10 5 0
2
Quite Frequently Occurs
8. Teachers help each other 30
25
25 20
Rarely Occurs
15
Sometimes Occurs
9
10
Often Occurs
5
Very Frequently Occurs
0
9. The principal responds to pressure from parents 20
18
15
Rarely Occurs
9
10
Sometimes Occurs 3
5
Often Occurs Very Frequently Occurs
0
10. The principal lets faculty know what is expected of them 19
20 15
12
10 5 0
Rarely Occurs Sometimes Occurs
2
Often Occurs Very Frequently Occurs
11. Students respect others that get good grades 25
20
20
Rarely Occurs
15
10
10
Often Occurs
3
5
Sometimes Occurs Very Frequently Occurs
0
12. Teachers feel pressure from the community 18
20 15
Rarely Occur 8
10 5
4
Sometimes Occurs 3
Often Occurs Very Frequently Occurs
0
13. The principal maintains definite standards of performance 25
20
20 15 10 5 0
13
Rarely Occurs Sometimes Occurs Often Occurs Very Frequently Occurs
14. Teachers in this school believe that their students have the ability to achieve academically. 30
26
25 20
Rarely Occurs
15
Sometimes Occurs
10
7
Often Occurs
5
Very Frequently Occurs
0
15. Students seek extra work so they can get good grades 25 20
20
Rarely Occurs
15 10
Sometimes Occurs
8
6
5
Often Occurs 1
Very Frequently Occurs
0
16. Parents exert pressure to maintain high standards 25
21
20 15 10 5 0
Rarely Occurs 10
Sometimes Occurs Often Occurs 2
Very Frequently Occurs
17. Students Try hard to improve on previous work 20
17
15
12
Rarely Occurs
10 5
Sometimes Occurs 2
2
Often Occurs Very Frequently Occurs
0
18. Teachers accomplish their jobs with enthusiasm 19
20 15
12
10 5
Rarely Occurs Sometimes Occurs Often Occurs
2
Very Frequently Occurs
0
19. Academic achievement is recognized and acknowledged by the school 18 16 14 12 10 8 6 4 2 0
17 13 Rarely Occurs Sometimes Occurs 3
Often Occurs Very Frequently Occurs
20. The principal puts suggestions made by faculty into operation 15
16 14 12
12
10
Rarely Occurs
8
6
6
Sometimes Occurs Often Occurs
4
Very Frequently Occurs
2 0
21. Teachers respect the professional competence of their colleagues 25
22
20 Rarely Occurs
15
5
Sometimes Occurs
10
10
Often Occurs Very Frequently Occurs
1
0
22. Parents press for school improvement 18 16 14 12 10 8 6 4 2 0
16 12 Rarely Occurs Sometimes Occurs 4
Often Occurs Very Frequently Occurs
23. The interactions between faculty are cooperative 30 24
25 20
Rarely Occurs
15
Sometimes Occurs 9
10
Often Occurs Very Frequently Occurs
5
1
0
24. Students in this school can achieve the goals that have been set for them 19
20 18 16 14 12 10 8 6 4 2 0
13 Rarely Occurs Sometimes Occurs Often Occurs Very Frequently Occurs
25. Teachers in this school exercise professional judgment 25
22
20 Rarely Occurs
15
Sometimes Occurs
10 5 0
7 4 1
Often Occurs Very Frequently Occurs
26. The school is vulnerable to outside pressure 25
23
20 Rarely Occurs
15 10
Sometimes Occurs
8
Often Occurs
5
2
Very Frequently Occurs 1
0
27. The principal is willing to make changes 16
14
14
13
12 10 8 6
Rarely Occurs Sometimes Occurs
6
Often Occurs
4
Very Frequently Occurs
2 0
28. Teachers “go the extra mile” with their students 25
23
20 Rarely Occurs
15 9
10 5 0
Sometimes Occurs Often Occurs Very Frequently Occurs
1
29. Teachers provide strong social for colleagues 30
27
25 20
Rarely Occurs
15
Sometimes Occurs 9
10 5
Often Occurs Very Frequently Occurs
4
0
30. Teachers are committed to their students 28
30 25 20
Rarely Occurs
15 10 5
Sometimes Occurs Often Occurs 5
0
Calculating Sub-Category Totals Collegial Leadership (CL) is the = 1+3+5+10+13+20+27 Professional Teacher Behavior (PTB) = 8+18+21+23+ 25+28+29 Achievement Press (AP) = 7+11+15+16+17+19+22+24 Institutional Vulnerability (IV) = 2+6+9+12+26
CIS Sub category totals Collegial Leadership (CL) Professional Teacher Behavior (PTB) Achievement Press (AP) Institutional Vulnerability (IV)
676 758 732 316
Very Frequently Occurs
Analysis of sub-category scores The scores for all four categories are excellent and show the climate of CIS is strong. The two strongest areas identified by staff were Professional Teacher Behavior (PTB) and Academic Press (AP). The high PTB score indicates the staff has a high degree of respect for the professional competence, decision making of the staff. It also indicates a high degree of collaboration and among teachers. Teachers feel they are “going the extra mile” for students. The Academic Press score indicates a perception that there are high, reachable standards and the principal, staff, students and parents are all pressing for high achievement and continuous school improvement. Staff responses indicate student effort, attitude toward students with good grades are in need of improvement. The score for Collegial Leadership is very strong, but not as high as PTB or AP. Although the staff sees the principal as friendly and approachable, lets them know what is expected of them, sets and maintains high standards of performance, and is willing to make changes, some staff feel that they would like the principal to enact more teacher suggestions throughout the school. The data in the survey show staff feels parent press to be a double edged sword—it is effective in helping to set high standards for achievement and school improvement, but can also cause issues when vocal parents are allowed to have too much influence with the istration and board and allowed to change school policy and decision making about serving students. The teacher responses indicate an underlying feeling that parents are providing more and more outside pressure and the principal is reacting more to the requests of parents. The data show, however a low sub-category score which shows, despite an undercurrent of anxiety about parent press, the staff doesn’t feel it is currently a major threat. All-in-all the data show the climate of CIS to be in great shape and the survey will be a great source of information for improving all areas.
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