UNIT 11 ORGANIZATIONAL CLIMATE

Structure

Introduction Objectives Concept of Organizational Climate 1 1.3.1 Concept of Organization 11.3.2 Concept of Climate 11.3.3 Concept of Organizational Climate Parameters of Organizational Climate o f a School 11.4.1 Dimensions of School Climate 11.4.2 Types of Organizational Climate School Climate and Effectiveness Role of Teachers in School Effectiveness Organizational Evaluation Let Us Sum Up Unit-end Activities Points for Discussion

1 1.1 1 Answers to Check Your Progress 1 1.12 Suggested Readings

11.1 INTRODUCTION

The main aim of formal education is to produce human beings who are able to appreciate the benefits ofeducation and contribute to development ofthe community in different spheres of life, be it political, moral, social, economic or technological. A school is not merely a centre for disseminating information and knowledge. Most governments see education as an important investment and, therefore spend large sums of the tax payers' money each year for provision of education at all levels. Thus, there is a serious concern on the part of the government to ensure that the money provided for education is wisely spent. There are a number of resultant administrative, financial and political problems which require attention. Educational reforms have generally neglected the psychological life of schools or organizational climate which holds key to the success of reforms. This climate, in fact, can be used to ensure the success of new programmes. It is important to examine the concept of organizational climate and understand its implications.

11.2 OBJECTIVES

After going through this unit, you will be able to:

define the concept of organizational climate;

state the different dimensions and types of school climate;

relate school climate to school effectiveness;

state the need for organizational evaluation; and

explain the role of a teacher in school effectiveness.

11.3 CONCEPT OF ORGANIZATIONAL CLIMATE

11.3.1 Concept of Organization

Human beings have always lived in organized groups. Initially, group activities were simple like gathering food, migrating or defending the security of the group. The outcome of this 37

School Management group effort was mainly that it gave people a chance to pool their talents and efforts for attaining larger goals such as building and protecting their communities. The group also gives it a distinct identity. Later on, specialised nature of functions enabled individuals to concentrate on tasks that they were best at, instead of doing every task which was required for survival and progress. This sort of group activity requires co-operation without which members may work at cross-purposes and thus miss the benefits of association. To achieve this co-operation and thereby the desired goals, some system of structural relationships had to be established. This type of a system of group relationship built on co-operation, is basically the meaning of an organization. In a nutshell, an organization can be seen as two or more people working co-operatively towards a common objective or a set of objectives. This system of co-operation is made up of several components: the human element, physical element, work element and coordination element. All these components put together collectively can be thought of as an organization.

Thus, an organization can be viewed as a social system of co-operation that is designed to enhance individual effort at goal accomplishment.

11.3.2 Concept of Climate

Organizations differ in many respects - their goals, ethnic composition of their population etc. yet one can sense or 'feel' the individuality of an organization. Sometimes, this individuality is labelled as the atmosphere of the organization. Other similar commonly used terms are tone of the organization, environment, personality of the organization or organization's climate. This 'feeling' which enables us to know that one organization is different from another is relatively intangible, yet we have some proof of the atmosphere of one organization differing from that of another. If we observe the behaviour of people in an organization we get proof of this. For example, in one organization members may seem relaxed and at ease with each other while in another we may find greater tension which is seen on members' faces, their speech, how they work etc. In some organizations, the boss may be showing authority and status, generally empahsising formality in dealing with others while in others, he may be informal in his behaviour without reducing the importance af his role in the system. These subtle differences which characterise the psychological environment are the domains of the climate ofan organization. The term 'climate' is coined to refer to the general feelingltone of persons in groups towards each other and some of the attitudes they reveal in their behaviour.

11.3.3 Concept of Organizational Climate

Organizational climate is a term that was probably first used by Cornell in 1955. He used the term to denote a "delicate blending of interpretations or perceptions by persons in the organization of their jobs or roles in relationship to others and their interpretation of the roles of others in the organization". He interpreted organization in the sense of a formal structure. The term organizational climate has been defined in different ways by different writers. Argyris (1957) used the term 'personalityYor organizational climate while some others referred the term as 'a general flow of behaviour and feeling' and felt the organizational climate to be the interaction between environmental and personal variables of members of a group or groups which operate in an organization. Organizational climate is created by the interaction, with one another, of the organizational components, namely culture, structure, system, leadership behaviour and psychological needs of the members of the organization.

We can conclude from the above that organizational climate can be discussed in terms of how it is perceived or felt by members of the organizational members. Thus a climate may be seen as hostile or supportive, as conducive to achievement or stifling and so on.

Check Your Progress

Notes : a) Write your answers in the space given below. b) Compare your answers with those given at the end of the unit.

1. What is an Organization?

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2. Define climate in 3-4 lines.

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3. Three authors, viz., Argyris, Halpin and Forehand have used three different terms for the concept of organizational climate. Which one do you consider the best and why?

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11.4 PARAMETERS OF ORGANIZATIONAL CLIMATE

OF SCHOOL - - - - - - - -

11.4.1 Dimensions of School Climate

School climate is a multi-dimensional concept. It helps us to understand how schools differ in their climate, what causes these variations and how these underlying influences affect school effectiveness. Certain adjectives have been used which describe different dimensions of the climate. Halpin and Croft identified eight dimensions of school climate. The four characteristics of these dimensions need to be understood:

i) They are conceived as presented in operational terms,

ii) They comprise two categories of behaviours, (a) group i.e. teachers' behaviour and (b) leader's i.e. principal's behaviour,

iii) In case of each set of four behaviours two are negative and two are positive. The variations in the climate arise due to the complex web of interacting positive and negative behaviour on the part of teachers and Principals,

iv) Variations in the tjrpology of climate is built up due to high, average and low levels of behaviour exhibited under each dimension.

Now let us understand different dimensions of school climate.

The Headmaster or the Principal is the formal head of the school organization and is the leader of the school community, which is made up of pupils, teachers, headmasters, clerical and class- IV staff. A continuous interaction among them takes place and the Principal's behaviour and his relation with teachers and interaction and communication flow among the teachers, create an

Organizational Climate

School Management atmosphere or school organization's climate. When the Principal's behaviour with his teachers and interaction among teachers make a different pattern, the school climate becomes different.

The eight dimensions of school climate are described as follows:

a) Teacher's Behaviour (Group Characteristics)

1. Disengagement refers to a teacher's tendency to be "not with it". It describes a group which is "going through motions", a group that is "not in gear" with respect to the task at hand ... In short, this focuses on the teacher's behaviour in a task oriented situation.

2. Hindrance refers to the teachers' feeling that the Principal burdens them with routine duties, committee demands and other requirements which they feel are unnecessary work. They feel that the Principal is hindering rather than helping their legitimate work.

3. Espirit refers to "morale" of teachers, a feeling that their social needs are being satisfied and that they are at the same time, enjoying a sense of accomplishment.

4. Intimacy refers to a teacher's enjoyment of friendly social relations with each other. This dimension describes a social need satisfaction which is not necessary associated with task

I accomplishment.

b) Principal's Behaviour (Leader's Characteristics)

1. Aloofness refers to the behaviour of the Principal which is characterised as formal and impersonal. He "goes by the book" and prefers to be guided by rules and policies rather than deal with teachers in an informal, face-to-face situation. He keeps himself at least 'emotionally' at a distance from staff.

2. Production Emphasis refers to behaviour by the Principal which is characterised by close supervision of the staff. He is highly directive. His communications go in one direction and he is not sensitive to feedback from the staff.

3. Thrust refers to the behaviour of the Principal which reflects his evident effort in trying to "move the organization". This behaviour shows the Principal's attempt to motivate teachers through examples set personally. His behaviour is viewed favourably by the teachers.

4. Consideration refers to the behaviour of the Principal with an inclination to treat teachers 'humanely', to try to do something extra for them in human terms.

In brief, all the eight dimensions are divided into categories, four referring to teachers' behaviour and four to principal's behaviour.

Dimensions of School Climate

Related to Related to Teacher's Behaviour Principal's Behaviour

I Disengagement

Hindrance

Espirit

Intimacy -

I Fig. 11.1: Dimensions of School Climate

11.4.2 Types of Organizational Climate

Aloofness

Production Emphasis

Thrust

Consideration

I Halnin and Croft were able to identitv orofiles on the basis of sarn~led schools and identified six such - --- ... - - -. . . . - - .- - - .- - - ~ - - - 2 r - - - ~

school climate profiles which were viewed as descriptions. They have given different names to s different orghizational climates and ranked them in order from open to closed climate schools. - a way they can be arranged on a continuum from the closed to the open, with variations in between. 1 40

i) Open Climate : This depicts a situation which has relatively more openness. Teachers Organizational Climate

are not hindered in their work either by the management or the school principal. They I work together without complaints or infighting. They are intimate and friendly with one

another. Teachers are not overloaded and are motivated enough to overcome difficulties and frustration. They have job satisfaction. They are proud to be related to the school.

ii) Autonomous Climate : This has less openness than open climate. The headmaster gives almost complete freedom to teachers to provide their own structure-for-interaction so that they can find ways within the group of satisfying their social needs. Teachers achieve their goals easily aid quickly and work together well and accomplish tasks of the organization..Morale of the teachers is high but not as high as in open climate. The principal runs the school in a business-like manner and remains aloof from teachers. He has set procedures and regulations which provide guidelines which teachers can follow. He is considerate and works hard himself to set examples. He is genuine and flexible.

iii) Controlled Climate : This manifests lesser degree of openness than both open and autonomous climate types. The climate is marked by emphasis on achievement at the expense of satisfaction of social needs. All work hard and there is hardly any time for friendly relations with others or for deviation from established controls and directives. Teachers are expected to get work done and they expect to be told personally just how to do it. There are a few genuine, warm relations among teachers but social isolation is common. Job satisfaction is not from satisfaction of social needs but from task accomplishment. The principal is more result oriented, shows bossism. He has low human qualities and gives little love, warmth or sympathy to his teachers. He is dominative and directive, formal and impersonal, ego-centred. He delegates few responsibilities and does everything to keep the school moving.

iv) Familiar Climate : The main features of this climate is the obviously friendly manner of both the principal and the teachers. Social needs satisfaction is extremely high while little is done for the group activities to be directed towards goal achievement. Socially, teachers will be all part of a big happy family. Morale or job satisfaction will be average which will come from social needs satisfaction. As the principal does not want to disrupt the 'big, happy family' he is afraid to make changes. He does not make any attempt to motivate or lead teachers to put their best efforts. He exerts littie control on teachers' activities. The leadership lacks commitment and is feeble. He lacks the will and competence to emphasize production. Although no one is 'wrong', no one works to full capacity. Little is done either by direct or indirect means to evaluate or direct the activities of teachers. Principal is regarded as a "good guy" who is interested in the

r welfare of the teachers and who "looks out for them".

v) Paternal Climate : This climate is characterised by ineffective attempts of the principal to control teachers as well as to satisfy their social needs. It is a partly closed climate and his behaviour is non-motivating. He becomes intrusive and wants to know everything at once. He is eveywhere at once, checking, monitoring and telling people how things should be done but still nothing seems to get done. The climate shows more closeness than familiar-type climate. The principal has an inflated ego and his centre of interest and concern are the school and network of activities therein.

Teachers do not work well together; there are factions. The principal's inability to control activities of teachers leads to lack of establishment of group maintenance. A great deal of work is done by the principal, thus teachers have few hindrances. As the principal takes care of things as best as he can, teachers give up trying. They do not enjoy friendly relations with each other nor have adequate satisfaction with regard to

t task accomplishment. As the principal fails to provide an example or an ideal which teachers can emulate, they are not motivated.

vi) Closed Climate : This is the most closed climate and the least genuine and it characterises the other extreme of the climate spectrum. The principal is ineffective in directing the activities of teachers; at the same time he is not inclined to look out for their personal welfare. The principal will be highly aloof and impersonal in controlling and directing teachers activities. He sets up rules which are normally arbitary. He will "go

i by the book" rather than get too involved personally with teachers and their problems.

4 His words are hollow and himself possesses little thirst and he does not motivate the teachers by setting good personal examples.

F

School Mmrgement Check Your Progress

Notes : a) Write your answers in the space given below. I

b) Compare your answers with those given at the end of the unit.

4. The four characteristics of the dimensjons of organizational climate are:

i ) ................................................................................................................ ii) ................................................................................................................ iii) ................................................................................................................ iv) ................................................................................................................

5 . Main dimensions of school climate are:

i) Disengagement

i i) ................................................................................................................ iii) ................................................................................................................ iv) ................................................................................................................ v) ................................................................................................................ vi) ................................................................................................................ vii) ................................................................................................................

................................................................................................................ viii)

6 . Name different types of school climate :

i) The open climate

i i) ................................................................................................................ iii) ................................................................................................................ iv) ................................................................................................................ v) ................................................................................................................ v i) ................................................................................................................

.7. Differentiate between open climate and autonomous climate. ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................

The quest for effective school begins with the commitment of Principal and his staff towards their school and pupils. The concept of the school's effectiveness is difficult to conceptualize since it is multi-dimensional. Factors to be considered for school effectiveness are administrative functioning, leadership behaviours, teacher morale, level of trust, culture and climate, parental involvement, community support, teachers' efficiency and commitment, loyalty and satisfaction of teachers and students' academic performance. There are two underlying dimensions of school effectiveness - instrumental activities and expressive activities.

lnstrumintal activities help to biing about organizational effectiveness - like students' achievement which is related to social-emotional growth of students, satisfaction of teachers, efficient use of resources, innovativeness, adaptability and goal accomplishment. These activities help the school to adjust to external demands like set goals, and mobilise the resources necessary for response.

Expressive activities convey organizational meaning and are significant, in which the members develop a sense of social cohesiveness and build organizational culture. Activities indicate teacher and student commitment, trust and morale.

The study of climate of schools provides the basis for evaluation of school. It is the resultant accumulated effect of the ways in which the principal interacts with teachers and the way teachers interact among themselves and with the principal. The nature and quality of interaction that take place among participants of school in terms of their role expections actually generate organizational climate. The six categories of climate typology referred to earlier would enable one not only to label a school's climate but also evaluate it in terms of its effectiveness in its totality and in terms of particular input or inputs. Climate has much to do with 'social needs satisfaction'. The role assigned to different personnel of a school system has achieving effectiveness as its ultimate goal. It also has dimension of need satisfaction without which role performance and goal achievement in terms of school effectiveness are difficult. A school has its own distinct personality. The patterns of socio- psychological behaviour and interaction of principal and teachers taking place in a school can affect its effectiveness.

School effectiveness may be viewed in the perspective of school climate. The three way classification of schools could be most effective, effective and least effective. Most effective schools have open climate and least effective schools have closed climate. More of the effective schools have relatively more open climate in comparison to less of the least effective schools. Few of the most effective schools and more of the least effective schools have closed climate. In the open climate category, the degree of operiness gets decreased as one moves from 'most effective' to 'effective' to 'least effective'. More of the least effective schools have more of closeness.

School effectiveness is one of the eight significant predictors of school climate. Organizational climate is a crucial input in maintaining and raising school standards. For making classrooms as effective centres of teaching and learning, schools must be helped to move towards openness of the climate, since it provides typically a situation where teachers work well together without complaining, enjoy friendly relations, have job satisfaction and are sufficiently motivated from within.

There is a marked co- relation between school climate and achievement ofstudents. It is observed that when a school climate has certain expectations from a student, we find students perform their best to meet those expectations. A conducive and open climate which allows pupils freedom of thoughts and expression would amply reflect in the positive attitude and performance of pupils in all aspects.

In a nutshell, to make a school as an effective 0rganization;there has to be free flow of communication - vertically as well as laterally, from top to bottom and bottom to top, and in parallel forms from teachers to teachers and by defining the goals in tangible and realistic terms with the full consent and cooperation of teachers who will be given a chance to participate in making decision concerned with strategies or goals to be achieved. The management and the principal should work in such a way that teachers develop positive attitude towards their work and show a real concern for goal fulfillment. Effectiveness in this sense is the extent to which the set goals or objectives of a school programme are accomplished and such effectiveness can be seen in term of above discussed factors.

To make a school an effective organization you will require:

Open climate

Free flow of communication

Clarity of goals

Goals should be realistic and tangible

Full cooperation of teachers and their participation in decision-making.

School Management 11.6 ROLE OF TEACHERS IN SCHOOL EFFECTIVENESS

"Of all the different factors which influence the quality of education and its contribution to national development, the quality, competence and character ofteachers are undoubtedly the most significant. Nothing is more important than securing a sufficient supply of high quality recruits to the teaching profession, providing them with the best possible preparation and creating satisfactory conditions of work in which they can be fully effective" (Report of the Education Commission 1964-66). The teacher is the soul ofthe school. A teacher isa friendand guide to his pupils, who suggests and inspires and gets lessons learnt, not by force but by creating interest among students and motivating them to learning. He must adopt the profession of teaching with dedication and spirit of service. The success of the teacher is measured on the basis of the achievement of the aims of education.

The teacher is the dynamic leader of a group ofpupils in the classroom. As a leader he has to motivate pupils for better learning. He has to guide students in a variety of matters - proper selection of subjects, to whole;some choice of vocation. He has to respect their personality, identify and appreciate their strengths and weaknesses and adjust his own attitudes and behaviour so that helshe is able to motivate students for hard work.

As a teacher he has to help students develop right attitudes towards work. He has to set an example by having the right attitudes to work. He has to inculcate in students the habit of punctuality and regularity. The teacher has to help students organize their work on a systematic basis. He should not impose on students but stand by and intervene as and when necessary. A teacher should bring desirable and constructive changes in students through instruction, example and influence.

A teacher has various roles which ultimately, if performed well, leads to school effectiveness. These include:

i) Teacher as a Manager : As a manager helshe has to plan and prepare curriculum, timetables, audio visual aids and curricular activities which have to be carried out on a daily, weekly, monthly and yearly basis. He has to manage time and available resources. After planning, a teacher has to organize activities that have been planned. These include curricular and co-curricular activities, instructional work, library work of pupils, ensuring regular attendance and work. He has to maintain discipline and keep records of day to day academic work, participation in activities, fees paid etc. Finally, he has to evaluate achievement of pupils from time to time, diagnose their weaknesses and find out strengths.

ii) A teacher has, as a norm builder, to set examples before the students by setting up certain norms and put them into practice by following them.

iii) A teacher is also a facilitator. He does not resort to 'spoon feeding' pupils or imposing on students. He helps, guides students in canying out their tasks by showing the right method of doing that. He is considerate and cooperative. He provides students with objects of interest suited to various abilities of students and helps them to organize themselves.

iv) A teacher takes, as an initiator, a lead in taking up various academic and curricular activities and then helps students to carry them out. He develops new methods of teaching and gives scope to students to work on their own and thus learn by doing.

v) As already mentioned earlier, a teacher acts as a guide to students. He leads them along and helps them to find out the best way of learning. He is an educator in the sense that he only helps pupils to learn and acquire knowledge on their own. He guides them to the sources from which they can acquire knowledge.

As a teacher, one should be ready to face the various conflicts within the school and his role is to resolve as many of those as possible and should not expect a smooth sailing at the workplace since there are different personnel in the organization - principal, teachers, administrative and non- teaching staff, pupils etc. - and there is interaction each day among themselves. This may lead to1 conflict of interest, ideas, beliefs, ego etc. between teacher and teacher, principal and teachers, teacher and students, student and student, teacher and parent, teacher and other staff etc. It depends; on the imndividual teacher as to how, with his insight and imagination, he tackles the situation andl resolves the conflicts.

Check Your Progress

Notes : a) Write your answers in the space given below. b) Compare your answers with those given at the end of the unit.

8. To make a school an effective organization you will require.

a) ...................................................................................................................... b ) ...................................................................................................................... c ) ...................................................................................................................... d ) ...................................................................................................................... e ) ......................................................................................................................

9. Give reasons why a teacher is called the dynamic leader in the classroom.

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10. The major roles, ifplayed well by the teacher, which will lead to school effectiveness are:

i) ...................................................................................................................... i i) ...................................................................................................................... iii) ...................................................................................................................... iv) ...................................................................................................................... v) ......................................................................................................................

11.7 ORGANIZATIONAL EVALUATION

The purpose of evaluation is to improve the quality of an organization. It is a necessary tool in monitoring effectiveness of the organization. Evaluation involves reviewing the entire organizational process to find out why certain things have happened or what should be done to improve performance.

Organizations which accomplish goals are referred to as successful organizations. If they are capable of achieving what they are supposed to achieve, they are referred to as efficient organizations. The four main functions of evaluation are :

i) Diagnosis of the weaknesses

ii) Prediction about the creativity of the pupils

iii) Selection of proper personnel, and

iv) Grading of students.

Evaluation is a key managerial skill. It is concerned with judgement for the purpose of improvement or accountability. It involves regular review of all the facilities available in the organization. Organizational effectiveness refers not only to results which are important but also to a number of other aspects - values, philosophy, policies, process and outcomes.

Organizational Climate

For schools, the forms ofevaluation are academic (teaching, professional development), external adoption(training) co-curricular (personal, social, culturaland physical development ofstudents) and morale (absence of conflict, strain and smooth internal organizational process). Effectiveness of school ethos is closely tied to the existence of some key school management characteristics. These include sound teaching and learning, functional school organization, good personal relations, effective guidance and counselling, a good school and effective leadership and continuous monitoring and evaluation.

School Management 11.8 LET US SUM UP

In this unit we have examined the concept of organization and organizational climate, parameters of organizational climate, its effectiveness, role of a school teacher in relation to school effectiveness and evaluation of an organization.

An organization can be viewed astwoor more people working cooperatively towardsthe achievement of a common objective or a set of objectives. This cooperation is made up of several components. Organizational climate may be defined as "a set of attributeswhich can be perceived abouta particular organization and or its sub-systems, and that may be induced from the way that organizations and/ or its sub-systems deal with their members and environment.

The eight dimensions of school climate are :

a) Teacher Behaviour (Group Characteristics)

i) ~ i sen~agernen t , ii) Hindrance, iii) Espirit, iv) Intimacy

b) Principal's Behaviour (Leader Characteristics)

v) Aloofness, vi) Production Emphasis, vii) Thrust, and viii) Consideration

The six different types of organizational climates are :

i) Open ii) Autonomous

iii) Controlled iv) Familar

v) Paternal vi) Closed.

School effectiveness is the extent to which set goals or objectives of a school programme are accomplished. Effectiveness can be been in terms of certain factors.

A teacher has various roles which, if performed well, leads to school effectiveness. These roles are:

8 as a manager, initiator, facilitator, guide, norm builder.

The purpose ofevaluation is to improve the quality ofan organization. It is necessary for monitoring effectiveness of the organization. Evaluation is a key managerial skill.

11 -9 UNIT-END ACTIVITIES

1 . Visit a school in your vicinity. Write a report about the climate you perceive in the school with reasons for your perception.

2: 'W2et some teachers of a school and find out what steps they are taking to improve the . .

.effectiveness of their school.

3. Visit the school around your place and prepare a report of how evaluation takes place.

11.10 POINTS FOR DISCUSSION

1. If you are asked to describe the climate of a school, what observation would you make irr that school to get a correct picture. Discuss the various parameters of the school climate you would observe.

P 2. You are asked to prepare a report of the steps needed to be taken in a school to improve

its effectiveness. Discuss at length the various steps you will take and how they will result in improvement in school effectiveness.

3. As a teacher, how would you improve your own functioning to help bring about an open climate in your school?

..I1 ANSWERS TO CHECK YOUR PROGRESS Climate

1. An organization can be viewed as a social system in which people are working cooperatively towards the achievement of a common objective or a set of objectives. This cooperation is made up of several components, which put together collecti~ely be thought of as an organization.

can

2. Climate refers to the general feeling of persons in groups towards each other and some of the attitudes they .reveal in their behaviour.

3. I consider the one by Forehand (1968) the best because it includes interactions between environmental and personal variables of members of a group. This means it includes culture, structure, system, leadership behaviour and psychological needs of the members of the organization.

4. The four characteristics of dimensions of organizational climate are:

i) They are conceived as presented in operational terms.

ii) They comprise two categories of behaviours.

iii) In case of each set of four behaviours, two are negative and two are positive behaviour.

iv) Variations in the typology of climate is built up due to high, average and low levels of behaviour exhibited under each dimension.

5 . Main dimensions of school climate are:

i) Disengagement v) Aloofness

ii) Hindrance vi) Production Emphasis

iii) Espirit vii) Thrust

iv) Intimacy viii) Consideration

6. i) Open climate iv) Familiar climate

ii) Autonomous climate v) Paternal climate

iii) Controlled climate vi) Closed climate

7. In open cliniate teachers are not hindered in their work either by the management or the school principal. The principal and teachers are intimate and friendly.

Autonomous climate has less openness than open climate. Morale of the teachers is high but not as high as in open climate. The principal runs the school in a business like manner and remains aloof from teachers.

8. To make the school an effective organization we will require :

a) Open climate

b) Free flow of communication

c) Clarity of goals

d) Goals should be realistic and tangible

e) Full cooperation of teachers and their participation in decision-making.

9 A teacher is called the dynamic leader in the classroom because helshe not only guides the students in a number of matters but helshe also respects their personality strength and weaknesses and adjusts his own attitudes and behaviour so that helshe is able to motivate students to work hard. He is always ready to bring in change, new ideas, new thinying.

10. Major, roles, if played well by the teacher, which lead to school effectiveness are:

i) Manager ii) Norm builder

iii) Facilitator iv) Initiator

v) Guide

School Management 11.12 SUGGESTED READINGS

Anderson, Donald P. (1 964): Organizational Climate ofElementat-y Schools, Educational Research and Development Council of Twin Cities, Metropolitan Area Inc., Minneapolis.

Applewhite, Phillip B., (1960): Organizational Behaviour, Trivstock, London.

Argyris, Chris (1958) : Some Problems in Conceptualizing Organizational Climate, Administrative Service Quarterly, 2, March, 1958

Brown, W. (1971): Organization, Heinman Educational Books Ltd., London.

Feldvebel, A.M., (1 964) : 'Organizational Climate, Social Class and Educational Administrative Note Book' No. 12.

NCERT (1966): Education and Development, Report of the Education Commission, New Delhi, 1964-66.

Sharmas M.L., Buch Piloo and Rai, Kamala (1973): Diagonising School Personality, CASE, M.S. University, Baroda.

Shelat Neela, (1978): School Climate and Educational Change, A.R. Sheth & Co., Bombay.