Psychological Climate
The notion of the individual's environment as a direct determinant of one's behavior has been a cornerstone of learning theorists such as Skinner (1953) and Lewin's field theory (B = f [P, E]; Lewin, 1951). While Skinner concentrated on how environmental contingencies and reinforcement shaped behavior, Lewin's original conceptualization consisted of both dispositional characteristics of individual that include both genetic and the chacterological variables (P; the Person) and the psychological environment (E; the psychological environment). As attempts to explain the totality of influences on a person's behavior as developed by Lewin the notion of psychological environment was expanded to include the social, situational, and organizational influences that contribute to behavior (Forehand & Von Haller, 1964; Glick, 1985). The term "organizational climate" has been used to identify these different types of environmental influences that exist within organizations; however, as Glick (1985) discusses this term has not been well defined in the research.
The issues regarding the measurement of environmental variation and measuring the organizational climate were previously discussed by Forehand and Von Haller (1964) who identified that variation in environments and how these affect individual behavior could be readily studied in organizational research. They noted that the management research at the time drew analogies between the climate of an organization and the personality of the individual as a method of describing organizational climates. Such an analogy was responsible for the notion that organizational change might be realized by changing the organizational environment in the same way that changing dispositions could affect behavioral change in individuals. However, what types of attributes that made up the "organizational climate" was not clear. Forehand and Von Haller (1964) suggested that researchers identify measurements that were consistent with the organizational/person analogy relationship, refine the notion of an organizational climate such that it is reliable and its dimensions are applicable to all subunits within an organization, make sure that this notion is stable, and identify how the specific identified dimensions best describe a particular organization.
Glick (1985) also examined the difficulties associated with how the research on organizational climate and psychological climate vaguely operationalized their variables. Such vague definitions were viewed by Glick as leading to a reduction in the research investigating how organizational climate affects both group and individual behavior within an organization. Glick (1985) proposed that researchers should define organizational climate as a more generic term that describes a broad class of organizational variables as opposed to concentrating on individual psychological variables. Glick (1985) stressed that researchers can separate individual psychological attributes from the aspects of the organizational variables that contribute to behavior. Following this line of reasoning researchers began to operationalize the notion of organizational climate to account for both these organizational and individual variables/descriptors.
For example, Repetti (1987) attempted to investigate the influence of the organizational or social environment at work on a person's psychological well -- being. The social environment variable was divided into two versions: (1) a common social environment, defined as the social climate shared by employees who work in the same work setting (organizational climate) and; (2) an individual social environment defined as the social space surrounding a particular person in the work setting. In this context the common social environment is defined by work -- setting variables that include the style of the managers, the number of people, location, etc., whereas the individual social environment are defined as such variables as personality traits of the individual and occupational variables that influence a person's interactions. Repetti (1987) hypothesized that both the common and individual social environments would be significantly related to the psychological well-being of employees; however, an individual's psychological well-being would be more related to the stability (or lack of) individual's social environment than the common social environment. Using participants from several bank branches in a correlational design Repetti (1971) found that the distinction between common social environment and an individual social environment was indeed supported; however, the quality of the individual social environment was significantly related to the psychological well-being of the employees, whereas the common social environment had less of an effect on the measures of psychological well-being.
Nonetheless, researchers continued to refine the measurements regarding both organizational climate and individual psychological climate. Koys and DeCotoiis (1991) reviewed the literature and attempt to refine and identify empirical measures of individual psychological climate. Starting with over 80 dimensions of psychological climate the researchers illuminated dimensions that related to organizational...
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education is struggling to uncover the reasons for continuing levels of academic achievements, and recover its place of world class leadership which it once held. While academic levels in public schools have suffered to the greatest extent over the years, the same cannot be said regarding religious education, in particular catholic schools. These schools continue to produce higher levels of academic achievement, and more students who continue on to
Self-Efficacy: A Definition Social Cognitive Theory Triangulation Data analysis Teacher Self-Efficacy Problems for the researcher Data Analysis and Related Literature review. Baseline Group Gender Deviation Age Deviation Comparison of data with other literature in the field. Everyday Integration Efficacy, Self-esteem, Confidence and Experience Barriers to use Integration paradigm. Co-oping and Project design. Organizational Climate Teacher Integration Education. Meta-evaluation of data and related literature. Data Analysis and Comparison Recommendation for Further Research Data Review Report Teacher efficacy in the classroom is facilitated by a number of different factors for different professions. However,
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