91 3. The school climate factor “Cohesiveness” ranked as the strongest aspect in schools 3 and 4 and fourth strongest in school 2. It should be noted, however, that “Cohesiveness” was also perceived to be among the weakest aspects in schools 2 and 4, which may indicate contrasting or ambivalent perceptions of this climate factor that may be of interest or concern to administrators. Furthermore, the major negative perception expressed in School 4 regarding this factor is a group or ‘clique’ mentality. 4. The school climate factor “Communication” was perceived to be a strong aspect by school 2 only; however, it was also perceived to be a weak aspect by schools 2 and 4. This may indicate contrasting or ambivalent perceptions of this climate factor which may be of interest or concern to administrators. Negative perceptions for school 4 in this factor primarily have to do with the inadequate administrator-teacher/staff communication. 5. The school climate factor “Resources” ranked as one of the weakest aspects across all schools which may be of interest or concern to administrators. In schools 1 and 4 a negative spread between positive and negative perceptions of this factor indicates a potential area of interest or concern to administrators. Furthermore, the negative perceptions in school 4 regarding ‘Resources’ primarily have to do with insufficient space or room. School 3 shows potential contrasting or ambivalent perceptions of ‘Resources’ which may be of interest or concern to administrators. Furthermore the negative perceptions in school 4
92 regarding ‘Resources’ primarily have to do with the large number of students along with insufficient teachers and classroom space. 6. The school climate factor “Morale” was not perceived to be a strong aspect in any of the schools; however, “Morale” was perceived to be among the weakest aspects at schools 1, 2, and 3 which may be of interest or concern to administrators. Morale maybe a potential area of interest or concern to administrators in school 3 as negative perceptions in this factor primarily have to do with low salaries and insufficient benefits. 7. Employees at school 4 indicated that they perceive the strongest aspects of their school climate to be a family-like community with a high degree harmonious cooperation, care and spirituality. 8. Comments from employees at school 3 indicate that they perceive the strongest aspects of their school climate to be a family-like community with a high degree harmonious cooperation and a strong appreciation for their environment. 5.8 Limitations and Recommendations for Further Study A inability to make a comparative analysis between biographical categories at each of the participating schools for this particular paper. was a limiting factor due to time constraints. A inability to receive surveys back from two schools within the allocated time period was another limiting factor. It is recommended that the aforementioned limitations be included in the study for future publication or presentation. It is recommended that the format of the survey be slightly modified to
93 make it a little more user friendly by more clearly explaining, separating and identifying the “what is” and “what should be” columns. It is recommended that the survey be simplified and with more direct statements for easier understanding and translation in future editions of the survey. Furthermore, the Open-ended section of the survey can be modified to make it easier and simpler, thereby encouraging more respondent participation. It is recommended that he ‘miscelaneous’ comments from the Openended section be evaluated for potential new factors to be included in future surveys. Future studies may include other stakeholders such as board members and parents. 5.9 Conclusion The findings that the overall perception of “What the current situation at your school is like” is a slightly-positive may be regarded as satifactory, because it corresponds to "Frequently' on the Likert scale of positive statements, thereby indicating relatively good positivity toward organizational climate factors. The overall combined perception of all four schools regarding “What the situation at your should be” is a high-positive and, therefore, a good indicator that employees generally have perceptual standards of organizational climate factors that are higher than the current situation. A statistical analysis of climate factors reveals that ‘Morale’ (schools 1, 2, and 4), ‘Trust’ (schools 1,2,3, and 4), ‘Resources’ (schools 1,2, and 3) and ‘Growth’ (schools 2 and 3) were perceived to be the lowest climate factors. These findings should be of concern to stakeholders and administrators because they are all essential components of the educational process. A statistical analysis of climate factors reveals
94 that ‘Respect’ (schools 1,2 and 3), ‘Communication’ (schools 1,2 and 3 ) and ‘Cohesiveness’ (schools 3 and 4) were perceived to be the highest. There is always a danger, however, that if the aforementioned lowest climate factor perceptions are not addressed, they may over time erode or weaken the strongest climate factor percetions. The findings in the open-ended comments indicate that “Spirituality” was perceived strongest in most schools and that “Caring” was perceived among the strongest by all schools. This should be a commendation to TAM schools insofar as the overall employee perception corresponds favorably with the organizational culture (mission and philosophy) at TAM schools. The findings that “Cohesiveness” and “Communication” featured as both strong and weak climate perceptions may be of concern. Of greater concern is the perception that “Resources” ranks as one of the weakest aspects across all schools. Furthermore, it is should be of great concern that “Morale” was not perceived to be a strong aspect in any of the schools and was perceived to be among the weakest aspects at most schools. These open-ended findings appear to generally support the findings of the statistical analysis.
95 BIBLIOGRAPHY
96 Adventist Education Statistics. (n.d.). Retrieved January 20, 2019, from https://education.adventist.org/education-statistics/ Approach and Philosophy of Advenist Education. (n.d.). Retrieved January 20, 2019, from http://adventisteducation.org/abt.html Ashkanasy, N.M., Wilderom, C.P., & Peterson, M.F. (Eds.). (2000). Handbook of Organizational Culture and Climate. Thousand Oaks, CA: Sage. Baird, L. L. (1990). Campus Climate: Using Surveys for Policy-Making and Understanding. New Directions For Institutional Research, 68. Griffin, R.W., & Moorhead, G. (2014). Organizational Culture. In Organizational Behavior: Managing People and Organizations (11th ed., p. 499). Mason, OH: South-Western/Cengage Learning. Howard, E. R., Howell, B., & Brainard, E. A. (1987). Handbook for Conducting School Climate Improvement Projects. Retrieved January 31, 2019, from https://eric.ed.gov/?id=ED290211 Insom, S., Munchai, S., Williams, K., & Young, A. (Eds.). (2006). A Century of Unity. 110. Retrieved January 30, 2019, from http://documents.adventistarchives.org/Books/SDACTCOU.pdf Johnson, W. L., & Johnson, A. M. (1992). A study on the Kettering School Climate scale. Education, 112(4), 635 Lozano, L. M., García-Cueto, E., Muñiz, J. (2008). Effect of the number of response categories on the reliability and validity of rating scales. In: Methodology: European Journal of Research Methods for the Behavioral and Social Sciences, Vol 4(2), 73-79. Mission and Scope of Adventist Education. (n.d.). Retrieved January 20, 2019, from https://education.adventist.org/ Payne, R.L., (2000). Climate and Culture: How Close Can They Get? In Ashkanasy, N.M., Wilderom, C.P., & Peterson, M.F. (Eds.). Handbook of Organizational Culture and Climate (p. 166). Thousand Oaks, CA: Sage.
97 Peterson, M., & Spencer, G. (1990). Understanding Academic Culture and Climate. New Directions For Institutional Research, 68. Robbins, S.P., & Judge, T.A. (2013). Organizational Culture. In Organizational Behavior (15th ed., p. 516). Upper Saddle River NJ: Prentice Hall. Rojewski, J., & Wendel, F. (1990). Individualizing school-climate surveys. Clearing House, 63(5), 202. Schein, E.H., (2000). Sense and Nonsense About Culture and Climate. In Ashkanasy, N.M., Wilderom, C.P., & Peterson, M.F. (Eds.). Handbook of Organizational Culture and Climate (p. xxiv). Thousand Oaks, CA: Sage. Schneider, B., Bowen, D.E., Erhart, M.G., & Holcombe, K.M. (2000). The Climate for Service: Evolution of a Construct. In Ashkanasy, N.M., Wilderom, C.P., & Peterson, M.F. (Eds.). Handbook of Organizational Culture and Climate (pp.22-23). Thousand Oaks, CA: Sage. Schneider, B., (2000). The Psychological Life of Organizations. In Ashkanasy, N.M., Wilderom, C.P., & Peterson, M.F. (Eds.). Handbook of Organizational Culture and Climate (p.xxi). Thousand Oaks, CA: Sage. Stolp, S., & Smith, S. (1995). Transforming School Culture: Stories, Symbols, Values & the Leader's Role. Retrieved from https://eric.ed.gov/?id=ED386783 Stringer, R. (2002). Leadership and Organizational Climate: The Cloud Chamber Effect. Upper Saddle River, NJ: Prentice Hall. Griffin, R.W., & Moorhead, G. Taylor, J.W., & Masih, C.V. (2002). Leadership Approach, School Climate, and Teacher Commitment: A Philippine perspective. Christian Education Journal, (Spring), 83. Yearbook of the Seventh-day Adventist Church. (n.d.). Retrieved January 20, 2019, from https://www.adventistyearbook.org/entity?EntityID=13095.
98 Yamane, Taro.1967. Statistics, An Introductory Analysis,2nd Ed., New York : Harper and Row.
99 APPENDIX A
100 Cover Letter to Heads of Schools January 27, 2019 Re.: A Request for Permission to Conduct Reasearch Dear School Principal: I am a business student in the graduate program at Asia-Pacific International University. For my final project, I am conducting research entitled, “An Assessment of Employee Perceptions of Select Organizational Climate Factors at Secondary Schools Operated by the Thailand Adventist Mission”. With this letter, I would like to respectfully request permission to conduct a paper-based survey of administrators, teachers, and staff at your school. If permitted, I will invite all administrators, teachers, and staff to participate in this research study by completing a written survey. The survey is confidential and should take no more than 15 minutes to complete. Your school name will not be disclosed in the final report. In order to ensure that all information will remain confidential, participants will be asked not to write their names on the survey. Copies of the project will be provided to my research advisor at Asia-Pacific International University. Survey participants will be asked to answer all questions as honestly as possible and return the completed questionnaires promptly. Participation is strictly voluntary and employees may refuse to participate at any time. Please find a copy of the survey attached to this letter. Thank you for taking the time to assist me in my educational endeavors. The results of this study will be of real value to school principals and administrators and will provide useful information to ensure that perceptions of organizational climate remain consistent with the school’s philosophy, mission, academic excellence, and employee expectations. While the survey results for each specific school will not be shared with other participating schools, any participating school principals who would like to know the survey results pertaining to their specific school, will be able to request and receive a confidential report on their school only. If I am granted permission to conduct this survey, kindly let me know the most suitable day and time to conduct my survey at your school. If you require additional information or have questions, please contact me at the number listed below. If you are not satisfied with the manner in which this study is being conducted, you may report (anonymously if you so choose) any complaints to the Thailand Adventist Mission Office or my advisor Dr. Damrong Satayawaksakoon. Sincerely, Gavin K. Hibbert Email: [email protected] Mobile Phone: 0625470
Climate Profile Questionnaire-Survey แบบสำ รวจน้ีไม่มีกำรระบุตวัตน กรุณำอยำ่เขียนชื่อของท่ำน / This survey is anonymous; please do not write your name on it. ส่วนที่ 1 - ค ำชี้แจง / Section 1 – Instructions กรุณำเติมเครื่องหมำย () ในช่องสี่เหลี่ยมดำ้นล่ำง / Please put a check mark () in the boxes below. 1.1 บทบำทหนำ้ที่ของท่ำนที่โรงเรียน / My role as an employee at the school e.g. Staff member, Teacher, or Administrator. / ข้ำพเจ้ำเป๊ น (โปรดเลือก 1 ข้อ) / I am a/an: (Please mark one) พนักงำน / Staff Member…………… ครู/อำจำรย์/ Teacher……………… ผู้บริหำร / Administrator…................. 1.2 เพศ (โปรดเลือก 1 ข้อ) / My gender is (Please mark one) เพศชำย / Male……………………... เพศหญิง / Female……………..….. 1.3 ท่ำนทำ งำนอยทู่ ี่โรงเรียนมำแลว้กี่ปี (โปรดเลือก 1 ข้อ) / My years of service at this school are: (please mark one) นอ้ยกวำ่ 2 ปี/ Less than 2 years….. 3-4 ปี/ 3-4 years….......................... 5-6 ปี/ 5-6 years………………... 7-8 ปี/ 7-8 years ………………….. 9-10 ปี/ 9-10 years……................ มำกกวำ่ 10 ปี/10 years or more….. 1.4 โปรดระบุศำสนำของท่ำน (โปรดเลือก 1 ข้อ) / My religious affiliation is: (please mark one) SDA ……………………………… คริสเตียน นิกำยอื่น/ Other Christian… พุทธ/ Buddhist …………………… อื่นๆ/ Other …………....................... ไม่มี/ None …….............................. ส่วนที่ 2 – ค ำชี้แจง / Section 2 – Instructions 1. ขอ้ควำมต่อไปน้ีเป็นแบบสำ รวจเกี่ยวกบับรรยำกำศองคก์รในโรงเรียนของท่ำน / Below are a series of statements relating to the organizational climate of your school. 2. โปรดอ่ำนขอ้ควำมให้ละเอียด ในคอลัมน์ที่ 1 หมำยถึง บรรยำกำศที่กำ ลงัเกิดข้ึนในปัจจุบนัที่โรงเรียนของท่ำน โดยเลือกหมำยเลขที่ตรงกบัควำมคิดเห็นของ ท่ำน / Carefully read the statement, then go to the first column and circle the number that bests describes your perception of the statement in regard to the current situation as it is at your school today. 3. ในคอลัมน์ที่ 2 จะอธิบำยถึงสิ่งที่ท่ำนคิดวำ่ควรจะเป็นของบรรยำกำศในองคก์รที่โรงเรียนของท่ำน / Now, go to the second column that best describes your perception of the statement in regard to your perception of what should be at your school. 4. กรุณำตอบทุกข้อ / Please respond to every statement.
102 School Climate Profile 1 = เกือบจะไม่เคย / Almost Never 2 = เป็นบำงคร้ัง / Occasionally 3 = เกิดข้ึนบ่อยคร้ัง / Frequently 4 = เกิดข้ึนเสมอ / Almost Always กรุณำวงกลมตวัเลษที่อธิบำยมุมมองของท่ำนต่อขอ้ควำมดงั่ต่อไปน้ี Circle the number that best describes your perception of the statement made. “What the current situation at your school is like” / สิ่งที่ เกิด ตอนน้ี 1 2 3 4 “What the situation at your school should be”/ สิ่งที่ควรจะ เป็น 1 2 3 4 A. กำรท ำงำนรวมกัน / Cohesiveness A 1. พนักงำนรู้สึกเหมือนเป็น "ครอบครัว" ในโรงเรียนน้ี/ Employees feel like they are part of a closely connected school family. 1 2 3 4 1 2 3 4 2. พนกังำนเขำ้ร่วมกิจกรรมของโรงเรียนอยำ่งสม่ำ เสมอ / School functions are well attended by employees. 1 2 3 4 1 2 3 4 3. ผบู้ริหำรและพนกังำนร่วมมือกนับริหำรโรงเรียนอยำ่งมีประสิทธิภำพ/ Administrators and employees cooperate together to make the school run effectively. 1 2 3 4 1 2 3 4 4. "บรรยำกำศ" ในโรงเรียนหล่อหลอมทุกคนเขำ้กนัดว้ยจิตวิญญำณของควำมสำมคัคี/ Our school atmosphere is bound together by a spirit of harmony. 1 2 3 4 1 2 3 4 5. พนกังำนใหม่รู้สึกเป็นที่ยอมรับและเป็นส่วนหน่ึงของโรงเรียนไดอ้ยำ่ง รวดเร็ว / New employees are quickly made to feel a welcome part of the school. 1 2 3 4 1 2 3 4 B. ขวัญก ำลังใจ / Morale B 1. พนกังำนชอบทำ งำนในโรงเรียนน้ี / Employees like working in this school. 1 2 3 4 1 2 3 4 2. พนกังำนมีเวลำส่วนตวักบัครอบครัวและสำ หรับกิจกรรมสนัทนำกำรอยำ่งเพียงพอ / Employees have sufficient time for personal family and recreational activities. 1 2 3 4 1 2 3 4 3. พนกังำนชอบที่จะมำพบปะกนัตำมโอกำสทำงสังคม / Employees enjoy getting together with each other for social occasions. 1 2 3 4 1 2 3 4 4. เงินเดือนและโบนสัของพนกังำนมีควำมเพียงพอต่อมำตรฐำนกำรดำ รง ชีพอยำ่งสะดวกสบำย / Employee salaries and bonuses ensure a comfortable standard of living. 1 2 3 4 1 2 3 4 5. พนกังำนรู้สึกว่ำควำมพยำยำมในกำรทำ งำนของตวัเองไดร้ับกำรชื่นชมจำกเพื่อนร่วมงำน / Employees feel that the effort they put into their work is appreciated by colleagues. 1 2 3 4 1 2 3 4 C. กำรพัฒนำเติบโต / Growth C
103 1. ผบู้ริหำรสนบัสนุนให้มีนวตักรรมหรือเทคนิคใหมๆ่ ในกำรสอนหรือกำรทำ งำนเสมอ / Our administration encourages new and innovative techniques for teaching/working. 1 2 3 4 1 2 3 4 2. พนกังำนมองหำวิธีกำรสอนหรือกำรทำ งำนที่ดีข้ึนอยำ่งสม่ำ เสมอ / Employees continuously look for better ways of teaching/working. 1 2 3 4 1 2 3 4 3. ผบู้ริหำรใชแ้บบประเมินพนกังำนเพื่อเป็นตวัช่วยสร้ำงและปรับปรุง ประสิทธิภำพของพนักงำน / Employee evaluation is used by administrators as constructive input to help improve employee performance. 1 2 3 4 1 2 3 4 4. ผบู้ริหำรมีกำรเติบโตทำงวิชำชีพโดยกำรเรียนรู้และแสวงหำแนวคิดใหม่ๆ / Our administrators are growing professionally by learning and seeking new ideas. 1 2 3 4 1 2 3 4 5. มีกำรจดัโครงกำรอบรมสำ หรับพนกังำนอยำ่งสม่ำ เสมอเพื่อสนบัสนุนกำรเติบโตทำงวิชำชีพของพนกังำน / Inservice workshop programs are regularly made available to encourage employee professional growth. 1 2 3 4 1 2 3 4 D. ควำมไว้วำงใจ / Trust D 1. นกัเรียนวำงใจพนกังำนมำกพอที่จะเล่ำเรื่องส่วนตวัให้พนกังำนไดร้ับรู้ / Students trust employees enough to confidentially share personal concerns with them. 1 2 3 4 1 2 3 4 2. พนกังำนสำมำรถเล่ำถึงเรื่องส่วนตวัถึงปัญหำหรือควำมคิดต่ำงๆให้กนัและกนั ฟัง / Employees can openly share their concerns and ideas with each other. 1 2 3 4 1 2 3 4 3. พนกังำนมนั่ใจว่ำผบู้ริหำรจะกล่ำวถึงควำมตอ้งกำรของพนกังำนต่อหน้ำที่ประชุม / Employees trust that administrators will carefully represent their needs before the board. 1 2 3 4 1 2 3 4 4. ผบู้ริหำรเชื่อมนั่ในพนกังำนและสนบัสนุนพวกเขำในกำรเป็นผนู้ำ / Administrators trust employees to support their efforts in leadership. 1 2 3 4 1 2 3 4 5. พนกังำนสำมำรถวำงใจไดว้ำ่ผบู้ริหำรมีควำมเห็นอกเห็นใจและมีควำมเป็นธรรมกบัตน / Employees can count on administrators to be sympathetic and fair with them. 1 2 3 4 1 2 3 4 E. ควำมเคำรพ / Respect E 1. ชุมชนในบริเวณโรงเรียนแสดงควำมเคำรพต่อโรงเรียนเป็นอยำ่งมำก / The community has great respect for the school. 1 2 3 4 1 2 3 4 2. พนกังำนของโรงเรียนไดป้ฏิบตัิต่อนกัเรียนโดยให้ควำมสำ คญัอยำ่งเท่ำเทียมกนั / School employees treat all students with equal respect. 1 2 3 4 1 2 3 4 3. พนักงำนทุกคนเคำรพผู้บริหำร / Employees properly respect school administrators. 1 2 3 4 1 2 3 4 4. ผบู้ริหำรแสดงควำมเคำรพกบัพนกังำนทุกคนอยำ่งเท่ำเทียมกนั / Employees are treated with equal respect by administrators. 1 2 3 4 1 2 3 4
104 5. พนกังำนแสดงควำมเคำรพต่อกนัและกนัโดยไม่คำ นึงถึงตำ แหน่งหนำ้ที่หรือประเภทของงำนที่เพื่อนร่วมงำนทำ / Employees show equal respect toward each other, irrespective of the type of position held, or the type of work done by fellow employees. 1 2 3 4 1 2 3 4 F. กำรดูแลเอำใจใส่ / Caring F 1. พนกังำนในโรงเรียนแสดงควำมสุภำพต่อเพื่อนร่วมงำนเสมอ / Employees at this school are consistently kind to others. 1 2 3 4 1 2 3 4 2. มีหน่ึงคนในโรงเรียนที่คุณไวใ้จไดเ้สมอเมื่อตอ้งกำรควำมช่วยเหลือ / There is someone in this school that I can always rely on in my time of need. 1 2 3 4 1 2 3 4 3. ผบู้ริหำรใส่ใจกบัควำมเป็นอยทู่วั่ ไปของพนกังำน ไม่เพียงแค่เรื่องงำนอยำ่งเดียว / Administrators care about overall employee well-being, not just about job performance. 1 2 3 4 1 2 3 4 4. พนกังำนของโรงเรียนใส่ใจและเป็นห่วงผบู้ริหำรของพวกเขำอยำ่งแทจ้ริง / School employees really care about their administrators. 1 2 3 4 1 2 3 4 5. นกัเรียนที่มีผลกำรเรียนต่ำ ไดร้ับควำมช่วยเหลือเป็นรำยบุคคลเพื่อให้พวกเขำประสบควำมสำ เร็จ / Academically low achieving students are given individual attention to help them succeed. 1 2 3 4 1 2 3 4 G. ด้ำนจิตวิญญำณ / Spirituality G 1. โรงเรียนจดัสรรโอกำสที่ดีแก่พนกังำนให้เจริญเติบโตทำงดำ้นจิตวิญญำณ / Our school provides employees valuable opportunities to grow spiritually. 1 2 3 4 1 2 3 4 2. พนกังำนมีแสดงควำมเป็นห่วงเกี่ยวกบัชีวิตฝ่ำยจิตวิญญำณของนกัเรียนเป็นอยำ่งมำก / Employees are most concerned about the spiritual wellbeing of students. 1 2 3 4 1 2 3 4 3. พนกังำนมกัจะใชเ้วลำให้คำ ปรึกษำดำ้นจิตวิญญำณกบันกัเรียนเสมอ / Employees often take time out to counsel with students about spiritual matters. 1 2 3 4 1 2 3 4 4. พนกังำนมกัจะแสดงคุณค่ำควำมเป็นคริสเตียนและแนวทำงปฏิบตัิคริสเตียนในสงัคมกำรทำ งำนอยเู่ป็นประจำ / Employees consistently reveal Christian values and principles in their work relationships. 1 2 3 4 1 2 3 4 5. พนกังำนสนบัสนุนและเขำ้ร่วมกิจกรรมทำงศำสนำอยำ่งเตม็ที่ / Spiritual activities are well supported by employees. 1 2 3 4 1 2 3 4 H. ด้ำนทรัพยำกร / Resources H 1. โรงเรียนมีวัสดุกำรเรียนกำรสอน สื่อกำรท ำงำนและวัสดุอื่น ๆ พร้อมเสมอเมื่อพนักงำนต้องกำร / Suitable teaching/working materials, media, supplies, etc., are readily available to employees when needed. 1 2 3 4 1 2 3 4 2. โรงเรียนมีแหล่งขอ้มูลเพียงพอเสมอเมื่อพนกังำนทำ งำนวิจยั / Adequate resources are available for employees to conduct research. 1 2 3 4 1 2 3 4
105 3. อำคำรต่ำงๆ ในโรงเรียนสะอำดและมีกำรบ ำรุงรักษำเสมอ / Buildings and the premises are kept clean and in good repair. 1 2 3 4 1 2 3 4 4. โรงเรียนมีสิ่งอำ นวยควำมสะดวกสำ หรับจดักิจกรรมต่ำงๆ / School facilities provide the physical arrangements needed to adequately conduct school programs. 1 2 3 4 1 2 3 4 5. โรงเรียนมีบุคคลำกรเพียงพอเพื่อตอบสนองควำมต้องกำรของด้ำนกำรศึกษำของนักเรียน / There are sufficient teachers in this school to meet the educational needs of its students. 1 2 3 4 1 2 3 4 I. ควำมขัดแย้ง / Conflicts I 1. พนกังำนรับฟังควำมคิดเห็นของกนัและกนัถึงแมว้ำ่จะมีควำมคิดเห็นต่ำงกนัออกไป / Employee ideas that differ from commonly accepted ones also get heard. 1 2 3 4 1 2 3 4 2. พนกังำนสำมำรถเชื่อใจไดว้่ำผบู้ริหำรมีควำมเขำ้อกเขำ้ใจและยตุิธรรมในตวัพวกเขำ / Employees can depend upon administrators to empathize and be fair with them. 1 2 3 4 1 2 3 4 3. กำรแกไ้ขปัญหำควำมขดัแยง้ในสถำบนัไดร้ับกำรแกไ้ขดว้ยควำมรักฉนัน์พี่น้อง / Conflict resolution at our school is done in a spirit of brotherly love. 1 2 3 4 1 2 3 4 4. ผบู้ริหำรไม่รีรอที่จะแกไ้ขปัญหำควำมขดัแยง้ที่อำจจะเกิดข้ึนล่วงหนำ้/ Administrators strive to resolve conflicts before they happen. 1 2 3 4 1 2 3 4 5. เมื่อพนักงำนมีควำมขัดแย้ง พนกังำนจะแกป้ ัญหำให้ดีข้ึนไม่ใช่ทำ ให้แยล่ง / When employees have conflicts the outcomes are constructive instead of destructive. 1 2 3 4 1 2 3 4 J. กำรสื่อสำร / Communication J 1. พนกังำนสำมำรถสื่อสำรกบัผบู้ริหำรไดอ้ยำ่งอิสระ / Employees are able to communicate freely with administrators. 1 2 3 4 1 2 3 4 2. เพื่อนร่วมงำนมีมนุษยส์มัพนัธ์เป็นมิตรที่ดีและเขำ้ไปพดูคุยไดง้่ำย / Fellow employees are friendly and easy to talk to. 1 2 3 4 1 2 3 4 3. ผบู้ริหำรสื่อสำรกบัพนกังำนอยำ่งเป็นมิตรและเปิดเผย / Administrators talk frankly and kindly with employees. 1 2 3 4 1 2 3 4 4. พนกังำนพร้อมที่จะให้คำ ปรึกษำกบันกัเรียนเสมอหลงัเวลำเลิกงำน / School employees are readily available after hours for students who want to consult with them. 1 2 3 4 1 2 3 4 5. มีกำรสื่อสำรที่ดีต่อกนัระหวำ่งโรงเรียนและผปู้กครองของนกัเรียน / Good communication exists between the school and parents of students. 1 2 3 4 1 2 3 4 K. ปัญหำที่เกิดข้ึน / Problems K 1. เมื่อมีปัญหำที่เกิดข้ึนในโรงเรียน จะมีกำรสงัเกตุกำรณ์และแกป้ ัญหำอยำ่งรวดเร็ว/ School problems are recognized and quickly worked upon. 1 2 3 4 1 2 3 4
106 2. เมื่อมีปัญหำเกี่ยวกบักำรทำ งำน ขำ้พเจำ้มีช่องทำงเพื่อขอควำมช่วยเหลือเสมอ / Channels are open for me to get help if I have a work-related problem. 1 2 3 4 1 2 3 4 3. ผบู้ริหำรแจง้ผลของกำรตดัสินใจในที่ประชุมใหแ้ก่พนกังำนที่มีส่วนเกี่ยวขอ้งทรำบอยำ่งมืออำชีพและรวดเร็ว / Administrators share the results of decisions quickly and professionally with those affected by them. 1 2 3 4 1 2 3 4 4. พนกังำนที่มีส่วนเกี่ยวขอ้งต่อกำรตดัสินใจในที่ประชุม มีโอกำสที่จะโตแ้ยง้ถึงขอ้เทจ็จริงน้นัๆ / Employees affected by a decision have the opportunity to provide input into that decision. 1 2 3 4 1 2 3 4 5. ผบู้ริหำรมกัจะหำทำงเลือกและพิจำรณำมุมมองต่ำงๆ ในกำรแกป้ ัญหำ / Administrators seek alternatives and consider various perspectives in problem solving. 1 2 3 4 1 2 3 4 ส่วนที่ 3 – ค ำชี้แจง / Section 3 – Instructions A. โปรดระบุ 2 สิ่งที่ท่ำนคิดวำ่เป็นจุดแขง็ของบรรยำกำศในโรงเรียน ณ ปัจจุบนัน้ี/ In light of the above statements, please list what you perceive to be two of the strongest aspects of your school climate today. 1 2 B. โปรดระบุ2 สิ่งที่ท่ำนคิดว่ำเป็นจุดอ่อนของบรรยำกำศในโรงเรียน ณ ปัจจุบนัน้ี/ In light of the above statements, please list what you perceive to be two of the weakest aspects of your school climate today. 1 2 ขอบคุณสำ หรับเวลำของท่ำนในกำรทำ แบบสำ รวจน้ี/ Thank you for taking the time to complete this survey.
APPENDIX B
108 Organizational Climate Factors )Categories( A. Cohesiveness – Represents the following perceptions: 1. Organizational identity: “Employees are generally highly committed to the philosophy and mission of the school.” 2. Attendance at school functions: “School functions are well attended by employees.” 3. Cooperation: “Administrators and employees cooperate together to make the school run effectively.” 4. Unity through harmony: “Our school atmosphere is united by a spirit of harmony.” 5. How easy it is to assimilate into the organization )“fit in”(: New employees are quickly made to feel a welcome part of the school.” B. Morale – Represents the following perceptions: 1. General satisfaction: “Employees are proud to work in this school.” 2. Personal time: “Employees have sufficient time for personal family and recreational activities.” 3. Social activities: “Employees enjoy getting together with each other for social occasions.” 4. Adequate salaries and bonuses: “Employee salaries and bonuses ensure a comfortable standard of living.” 5. Appreciation: Employees feel that the effort they put into their work is appreciated by colleagues. C. Growth –Represents the following perceptions 1. Administration support for new techniques: “Our administrators encourage new and innovative techniques for teaching/working.” 2. Employee attitude toward growth: “Employees continuously look for new and better ways of teaching/working.” 3. Use of employee evaluation: “Employee evaluation is used as constructive input by administrators to help improve employee performance.” 4. Administrator attitude toward growth: “Our administrators are growing professionally by learning and seeking new ideas.” 5. Professional development: “In-service workshop programs are regularly made available to encourage employee professional growth.” D. Trust – Represents the following perceptions:
109 1. Student trust of faculty and staff: “Students trust employees enough to confidentially share personal concerns with them.” 2. Willingness to share concerns and ideas with colleagues: “Employees trust colleagues enough to openly share their concerns and ideas with each other.” 3. Employee trust of board members: “Employees trust that administrators will carefully represent their needs before the board.” 4. Administrator trust of employees: “Administrators trust employees to support their efforts in leadership.” 5. Employee trust of administrators: “Employees trust that administrators will be sympathetic and fair with them.” E. Respect – Represents the following perceptions: 1. Community respect: “The community has great respect for the school.” 2. Employee respect for students: “School employees treat all students with equal respect.” 3. Employee respect for administrators: “Employees properly respect school administrators.” 4. Administrator respect for employees: “Employees are treated with equal respect by administrators.” 5. Employee respect for one another: “Employees show equal respect toward each other, irrespective of the type of position held, or the type of work done by fellow employees.” F. Caring – Represents the following perceptions: 1. General employee kindness: “Employees at this school are consistently kind to others.” 2. Care in time of need: “There is someone in this school that I can always rely on in my time of need.” (Support) 3. Administrator care for employees: “Administrators are care about overall employee well-being, not just about job performance.” 4. Employee care for administrators: “School employees really care about their administrators.” 5. Care for poorly achieving students: “Academically low achieving students are given individual attention to help them succeed.” G. Spirituality – Represents the following perceptions: 1. Opportunity for spiritual growth: “Our school provides employees valuable opportunities to grow spiritually.”
110 2. Concern for student spirituality: “Employees care greatly about the spiritual wellbeing of students.” 3. Employee time spent for spiritual counseling: “Employees often take time out to counsel with students about spiritual matters.” 4. The reflection Christian characters: “Employees consistently reveal Christian character in their work relationships.” 5. Support for spiritual activities: “Spiritual activities at school are well supported by employees.” H. Resources – Represents the following perceptions: 1. Availability of teaching/working materials: “Suitable teaching/working materials, media, supplies, etc., are readily available to employees when needed.” 2. Availability of resources for research: “Adequate resources are available for employees to conduct research.” 3. Building maintenance: “Classroom buildings and premises are kept clean and in good repair.” 4. Plant facilities: “School facilities provide the physical arrangements needed to adequately conduct school programs.” 5. Adequate number of teachers: “There are sufficient teachers in this school to meet the educational needs of its students.” I. Conflicts – Represents the following perceptions: 1. Openness to differing ideas: “Employee ideas that differ from commonly accepted ones also get heard.” 2. Employee fairness with students: “Employees can depend upon administrators to be sympathetically fair with them.” 3. Conflict resolution: “Conflict resolution at our school is done within the context of brotherly love.” 4. Administrator approach to conflicts: “Administrators strive to identify potential conflicts before they happen.” 5. Results of conflicts: “When employees have conflicts the outcomes are constructive instead of destructive.” J. Communication – Represents the following perceptions: 1. Employee-administrator openness: “Employees are able to communicate freely with administrators.”
111 2. Employee-employee communication: “Fellow employees are easy to communicate with.” 3. Administrator-Employee communication: “Administrators speak frankly and politely with employees.” 4. Faculty and staff availability for student consultation: “Employees are readily available after hours for students who want to consult with them.” 5. School-parent communication: “Good communication exists between the school and parents of students.” K. Problems – Represents the following perceptions: 1. Problem-solving method: “School problems are recognized and quickly acted on.” 2. Problem–solving channels: “Channels of assistance are open for me to get help if I have a work-related problem.” 3. How decision results are communicated: “Administrators share decisions results quickly and professionally with those affected by them.” 4. Employee input into decision making: “Employees affected by a decision have the opportunity to provide input into that decision.” 5. Openness in problem solving: “Administrators seek alternative and consider various perspective in problem solving.”