TEACHERS' PERCEPTIONS OF SCHOOL CLIMATE AS RELATED TO THEIR PERCEPTIONS OF DISCIPLINE EFFECTIVENESS
Abstract
The purpose of the study was to investigate the relationship between teachers' perceptions of organizational climate and discipline effectiveness. The population for this research was a group of seventh and eighth grade teachers in Nashville-Davidson County, Tennessee. Fifty percent of the teachers in thirteen schools were randomly selected for the study. A total of 213 teachers were chosen for the study; ninety-two teachers chose to participate by returning completed questionnaires, a 43 percent return. Two instruments, Halpin and Croft's Organizational Climate Description Questionnaire (OCDQ) and Furtwengler's Discipline Organizational Effectiveness Inventory (DOEI), were employed to gather data for the study. Data from the OCDQ were used to determine a climate score for each respondent. Data from the DOEI provided each teacher with seven profile scores for each of the three major components of discipline effectiveness--perceptions, expectations, and gap scores. The study examined and tested three hypotheses for significance at the .05 level. Pearson product-moment correlation coefficients were calculated from the data generated from the teacher responses. The first hypothesis, which stated that there will be no significant relationship between a teacher's perception of school climate as measured by the OCDQ and the teacher's perception of the disciplinary process in any of the seven profiles as measured by the DOEI I, was partially accepted and partially rejected. The hypothesis was partially rejected since significant negative correlations existed for five profiles. The second hypothesis, which stated that there will be no significant relationship between a teacher's perception of school climate as measured by the OCDQ and the teacher's expectations of the disciplinary process in any of the seven profiles as measured by the DOEI II, was accepted. The third hypothesis, which stated that there will be no significant relationship between a teacher's perception of school climate as measured by the OCDQ and the teacher's gap score (discipline effectiveness) in any of the seven profiles as measured by the DOEI, was partially accepted and partially rejected. The hypothesis was partially rejected since significant positive correlations existed for five profiles.
Subject Area
School administration
Recommended Citation
GLENN THOMPSON FALLS,
"TEACHERS' PERCEPTIONS OF SCHOOL CLIMATE AS RELATED TO THEIR PERCEPTIONS OF DISCIPLINE EFFECTIVENESS"
(1983).
ETD Collection for Tennessee State University.
Paper AAI8323152.
https://digitalscholarship.tnstate.edu/dissertations/AAI8323152