Values concerning disadvantaged pupils in differing organizational climates
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Educators who have had occasion to visit a variety of different schools and communicate with their respective staffs recognize that each school has its own distinctive characteristics aside from those relating to size, relative wealth, location, and other such factors. For many years educational practitioners as well as researchers were unable to provide any specific insight into what these differences were or why they existed. They realized that distinctive differences did exist, but were at a loss to describe, explain, or categorize the distinctions. Halpin refers to the differences that exist from one school to another as "feel. " He provides descriptive examples and also a partial explanation when he observes: In one school the teachers and the principal are zestful and exude confidence in what they are doing...in a second school the brooding discontent of the teachers is palpable; ...a third school is marked by neither joy nor despair, but by hollow ritual... and so, too, as one moves to other schools, one finds that each appears to have a "personality" of its own. It is this "personality" that we describe here as the "Organizational Climate" of the school. Analogously, personality is to the^individual what Organizational Climate is to the organization.In an attempt to progress beyond the mere recognition that schools differ markedly from one another with respect to Organizational Climate, Halpin and Croft constructed and tested the Organizational Climate Description Questionnaire (OCDQ) (Appendix A) which permits the portrayal of the Organizational Climate of elementary schools. The instrument is designed to "map the domain of organizational climate, to identify and describe its dimensions, and to measure them in a dependable way..." Thus, through the use of the OCDQ it is possible to construct and compare profiles of different schools and identify the distinguishing characteristics of their respective Organizational Climates. Furthermore, it is possible to designate schools as possessing a specific type of Climate based upon the six categories of Organizational Climate identified by Halpin and Croft. They label the Organizational Climates as the "Open, " the "Autonomous, " the "Controlled," the "Familiar," the "Paternal," and the "Closed." Recognizing that it is possible to identify and categorize each elementary school independently within a system with respect to the kind of Organizational Climate which it displays, it is then possible to study the other factors or variables operating within a. given school or group of schools which might have a relationship to the Organizational Climate of the school or schools.--Introduction.
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