Impact of School Climate on Teachers’ Workplace Organizational Deviant Behavior at High and Higher Secondary School Level
DOI:
https://doi.org/10.54183/jssr.v2i3.37Keywords:
School Climate, School Safety, Principal Behavior, Teachers' Deviant Behvior, Organizational DevianceAbstract
This study aimed to investigate the impact of school climate on teachers’ workplace organizational deviant behavior. The main objectives of the study were to analyze the impact of principal behavior, teachers’ behavior towards their colleagues, school safety and school resources on teachers’ workplace organizational deviant behavior. The study was descriptive in nature. The population of this study consisted of all the teachers of government high and higher secondary boys’ schools of district Nowshera, Peshawar and Mardan. Using simple random sampling technique, 367 teachers were selected as a sample size from both urban and rural areas of the three sampled districts. Self-designed structured questionnaires were used to collect data from teachers about school climate and organizational deviant behavior of teachers. Confirmatory factor analysis technique was used and all the 5 variables were correlated with one another. Using structural equation model by AMOs, 4 null hypotheses were tested and all the null hypotheses were rejected. Data analysis revealed that school climate had significant impact on teachers’ workplace organizational deviant behavior. In general, it was concluded that those schools where school climate was positive and improved, there teachers’ behavior was less deviant. On contrary, teachers’ behavior was more deviant in those schools where climate of the school was adverse and negative. Moreover, climate of urban schools was improved as compared to climates of rural schools and teachers’ behavior was less deviant in urban schools as compared to teachers’ behavior in rural schools. Less experienced teachers were less deviant as compared to more experienced teachers. It was recommended that school climate should be improved which would minimize organizational deviance of teachers.
References
Appelbaum, S.H., Deguire, K.J., & Lay, M. (2005). The relationship of ethical climate to deviant workplace behaviour. Corporate Governance, 5, 43-55.
Robinson, S. L., & Bennett, R. J. (1995). A Typology of Deviant Workplace Behaviors: A Multidimensional Scaling Study. Academy of Management Journal, 38(2), 555–572. https://doi.org/10.5465/256693
Cohen, J. (2012). Creating a Positive School Climate: A Foundation for Resilience. Handbook of Resilience in Children, 411–423. https://doi.org/10.1007/978-1-4614-3661-4_24
Cohen, J., Pickeral, T., & McCloskey, M. (2009). The Challenge of Assessing School Climate. Educational Leadership, Data: Now What, 66(4), 280-288.
Colton, D., & Covert, R. W. (2007). Designing and Constructing Instruments for Social Research and Evaluation (1st ed.). Jossey-Bass.
Crede, M., Chernyshenko, O. S., Stark, S., Dalal, R. S., & Bashshur, M. (2007). Job satisfaction as mediator: An assessment of job satisfaction’s position within the nomological network. Journal of Occupational and Organizational Psychology, 80(3), 515–538. https://doi.org/10.1348/096317906x136180
Creswell, J. W. (2022). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). SAGE Publications, Inc.
Hoy W. K., Miskel C. G., 2015. Education administration-Theory, research and practice. Radom House. New York, USA.
Johnson, R. B., & Christensen, L. B. (2013). Educational Research: Quantitative, Qualitative, and Mixed Approaches (Fifth). SAGE Publications, Inc.
Kane, L., Hoff, N., Cathcart, A., Heifner, A., Palmon, S. & Peterson, R.L. (2016, February). School climate & culture. Strategy brief. Lincoln, NE: Student Engagement Project, University of Nebraska-Lincoln and the Nebraska Department of Education http://www.k12engagement.unl.edu/school-climate-and-culture.
Khan, P. (2017). An Analysis of Teachers’ Deviant Behavior and its Impact on Students’ Academic Performance. FWU Journal of Social Sciences, Winter 2017, Vol 11, No.2, 139-148.
Muhajir. (2017) Factors influencing the school climate at Indonesia school of Kuala Lumpur (sik), Malaysia fakultas lima keguruan dan pendidikan, universitas dr. soetomo, surabaya.
Rahman, A. (2008). Predictors of workplace deviance behavior in Malaysia. Unpublished doctoral thesis. University Sains Malaysia.
Sarwar, M., Awan, R., Alam, M., & Anwar, M. N. (2010). Location and gender differences in deviant behavior among primary school teachers. International Journal of Business and Management, Vol. 5(12), pp.97-101. International Journal of Business and Management, Canadian Centre of science and Education, 2235 Sheppard Avenue East Atria II, Suite 901 Toronto, Ontario Canada.
Spector, E., & Fox, S. (2002). Emotions, Violence and Counterproductive Work Behavior. Kellowa. Journal of Organizational Behavior and Management. Chichester, England: John Wiley & Sons, UK.
Ünal, A. (2012). Deviant Teacher Behaviors and Their Influence on School Rules and Interpersonal Relationships at School. Eurasian Journal of Educational Research, 12(49), 1–20. http://files.eric.ed.gov/fulltext/EJ1059907.pdf
Wang, M. T., & Degol, J. L. (2015). School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes. Educational Psychology Review, 28(2), 315–352. https://doi.org/10.1007/s10648-015-9319-1
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Copyright in the Journal of Social Sciences Review is retained by the author(s). Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
SSR's Editorial Board shares the vision of providing free access to information, education, and science for everyone, thus promoting its content through an OPEN ACCESS POLICY, fulfilling the DOAJ definition of open access. The JSSR adheres to an Open Access and Copyright Licensing Policy based on the belief that making research freely accessible to the public promotes greater global knowledge sharing.
The JSSR uses the Creative Commons Attribution-NonCommercial 4.0 International License. The authors who apply and publish in JSSR consent to abide by the copyright policy set out in the Creative Commons 4.0 license (Attribution-NonCommercial 4.0 International license).
- Copyright in the Journal of Social Sciences Review is retained by the author(s).
- Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
While "By 'open access' to this literature, we mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself."
