School Climate and Teacher Attitudes Toward Upward Communication in Secondary Schools

The purpose of this study was to describe the relationship between school climate and teacher attitudes toward upward communication of information to the principal. Research literature in organizational climate, school climate, and organizational communication was reviewed. A survey questionnaire as...

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Bibliographic Details
Published inAmerican secondary education Vol. 31; no. 2; pp. 49 - 70
Main Author Rafferty, Timothy J.
Format Journal Article
LanguageEnglish
Published Bowling Green Ashland University 01.04.2003
American Secondary Education
Subjects
Achievement Gains
Administrator Behavior
Barriers
Climatology
Communication Patterns
Communication Research
Educational administration
Educational Change
Educational Environment
Educational Improvement
Educational Quality
Elementary Education
Elementary Schools
Fear
Instructional Leadership
Leadership Styles
Ohio
Open Education
Organizational Climate
Organizational Communication
Principals
Questionnaires
School Effectiveness
School principals
School surveys
Secondary education
Secondary Schools
Teacher Attitudes
Teacher Behavior
Teacher organizations
Teachers
Ohio
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Summary:The purpose of this study was to describe the relationship between school climate and teacher attitudes toward upward communication of information to the principal. Research literature in organizational climate, school climate, and organizational communication was reviewed. A survey questionnaire assessed the perceptions of educators in a population of twenty-six high schools. Research questions were developed to determine if teachers in open climate schools differed from teachers in closed climate schools in their perceptions and attitudes regarding upward communication with their principal. Statistically significant differences were found in teacher perceptions relative to communication in the teacher-principal dyad. Findings suggest that the open upward flow of relevant information from teacher to principal in secondary schools more prevalent in open school climates.
ISSN:0003-1003
2326-9618