Organizational Climate Index(1) Questionnaire

8/18/2019 Organizational Climate Index(1) Questionnaire

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ORGANIZATIONAL CLIMATE INDEX (OCI)

Organizational Climate Index (OCI)

The Organizational Climate Index (OCI) is a short organizational climate descriptive measure forschools. 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 standardsof performance.

Professional Teacher Behavior is marked by respect for colleague competence, commitment tostudents, autonomous judgment, and mutual cooperation and support.

Achievement Press describes a school that sets high but achievable academic standards andgoals. 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 areunprotected 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 admits that other opinions exist

10

15

8

0

2

4

6

8

10

12

14

16

Rarely Occurs

Sometimes Occurs

Often Occurs

Very Frequently Occurs

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2.

A few vocal parents can change school policy

3.

The principal treats all faculty members as his or her equal

4.

The learning environment is orderly and serious

9

17

43

0

5

10

15

20

Rarely Occurs

Sometimes Occurs

Often Occurs


1

8

13

11

0

2

4

6

8

10

12

14

Rarely Occurs

Sometimes Occurs

Often Occurs


1 1

1516

0

5

10

15

20

Rarely Occurs

Sometimes Occurs

Often Occurs



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5.

The principal is friendly and approachable

6.

Select citizen groups are influential with the board

7.

The school sets high standards for academic performance

4

8

21

0

5

10

15

20

25

Rarely Occurs

Sometimes Occurs

Often Occurs


9

15

6

1

0

2

4

6

8

10

12

14

16

Rarely Occurs

Sometimes Occurs

Often Occurs


2

31

0

5

10

15

20

25

30

35

Rarely Occurs

Sometimes Occurs

Often Occurs

Quite Frequently Occurs


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8.

Teachers help support each other

9.

The principal responds to pressure from parents

10.

The principal lets faculty know what is expected of them

9

25

0

5

10

15

20

25

30

Rarely Occurs

Sometimes Occurs

Often Occurs


18

9

3

0

5

10

15

20

Rarely Occurs

Sometimes Occurs

Often Occurs


2

12

19

0

5

10

15

20

Rarely Occurs

Sometimes Occurs

Often Occurs



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11.

Students respect others that get good grades

12.

Teachers feel pressure from the community

13.

The principal maintains definite standards of performance

3

20

10

0

5

10

15

20

25

Rarely Occurs

Sometimes Occurs

Often Occurs


4

18

8

3

0

5

10

15

20

Rarely Occur

Sometimes Occurs

Often Occurs


13

20

0

5

10

15

20

25

Rarely Occurs

Sometimes Occurs

Often Occurs



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14.

Teachers in this school believe that their students have the ability to achieve academically.

15.

Students seek extra work so they can get good grades

16.

Parents exert pressure to maintain high standards

7

26

0

5

10

15

20

25

30

Rarely Occurs

Sometimes Occurs

Often Occurs


6

20

8

1

0

5

10

15

20

25

Rarely Occurs

Sometimes Occurs

Often Occurs


10

21

2

0

5

10

15

20

25

Rarely Occurs

Sometimes Occurs

Often Occurs



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17.

Students Try hard to improve on previous work

18.

Teachers accomplish their jobs with enthusiasm

19.

Academic achievement is recognized and acknowledged by the school

2

12

17

2

0

5

10

15

20

Rarely Occurs

Sometimes Occurs

Often Occurs


2

19

12

0

5

10

15

20

Rarely Occurs

Sometimes Occurs

Often Occurs


3

13

17

0

2

4

6

8

10

12

14

16

18

Rarely Occurs

Sometimes Occurs

Often Occurs



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20.

The principal puts suggestions made by faculty into operation

21.

Teachers respect the professional competence of their colleagues

22.

Parents press for school improvement

12

15

6

0

2

4

6

8

10

12

14

16

Rarely Occurs

Sometimes Occurs

Often Occurs


1

10

22

0

5

10

15

20

25

Rarely Occurs

Sometimes Occurs

Often Occurs


12

16

4

0

2

46

8

10

12

14

16

18

Rarely Occurs

Sometimes Occurs

Often Occurs



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26.

The school is vulnerable to outside pressure

27.

The principal is willing to make changes

28.

Teachers “go the extra mile” with their students

8

23

21

0

5

10

15

20

25

Rarely OccursSometimes Occurs

Often Occurs


6

1413

0

2

4

6

8

10

12

14

16

Rarely Occurs

Sometimes Occurs

Often Occurs


1

9

23

0

5

10

15

20

25

Rarely Occurs

Sometimes Occurs

Often Occurs



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29.

Teachers provide strong social support for colleagues

30.

Teachers are committed to their students

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) 676

Professional Teacher Behavior (PTB) 758

Achievement Press (AP) 732

Institutional Vulnerability (IV) 316

4

9

27

0

5

10

15

20

25

30

Rarely OccursSometimes Occurs

Often Occurs


5

28

0

5

10

15

20

25

30

Rarely Occurs

Sometimes Occurs

Often Occurs



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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 support 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 administration 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 amajor 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.

Documents

Organizational Climate Index(1) Questionnaire