41 ‘Trust’ (2.67), and ‘Morale’ (2.87) were perceived to be the lowest climate factors by employees in School Four; whereas, ‘Cohesiveness’ (3.09), ‘Respect’ (3.16), and ‘Problems’ (3.09) were perceived to be the highest climate factors by employees in School Four. 4.5. Organizational Climate Compared by School The results of a One-Way Analysis of Variance (ANOVA) in Table 4 show there was a statistically significant difference in all the perceptions of the current situation with regard to organizational climate factors (p = 0.01). However, there was no statistically significant difference in most of the organizational climate perceptions of what should be except for ‘morale’ and ‘conflict’ (p = 0.05). Table 4. Organizational Climate Compared by School Organizational Climate Factors Current Situation What Should Be F P F P Cohesiveness 14.55** .00 1.95 .12 Morale 13.32** .00 2.73* .05 Growth 9.09** .00 1.20 .31 Trust 3.98** .00 1.97 .12 Respect 5.56** .00 1.58 .20 Caring 5.13** .00 0.71 .55 Spirituality 9.20** .00 1.81 .15 Resources 4.52** .00 1.52 .21 Conflict 10.34** .00 2.76* .04 Communication 6.27** .00 1.51 .21 Problems 7.30** .00 0.67 .57 ** The mean difference is significant at the 0.01 level *The mean difference is significant at the 0.05 level Source: Developed for this research The Scheffe’s test method was subsequently applied to find the different pairs. In Table 5, the test revealed statistically significant differences for all 11
42 organizational climate factors from the current situation and one organizational climate factor from the expectation in regards to different schools. These findings can be described as follows: (1) Current perceptions relating to organizational climate factors ‘cohesiveness’ and ‘morale’ showed School Three reporting higher levels in both perceptions of ‘cohesiveness’ and ‘morale’ than Schools One, Two and Four. (2) Current perceptions of organizational climate factors relating to ‘growth’, ‘respect’, ‘caring’, and ‘problems’ showed School Three reporting higher perceptions levels in ‘growth’, ‘respect’, ‘caring’, and ‘problems’ than School Two. (3) Current perceptions of organizational climate factors ‘trust’, ‘spirituality’, ‘conflict’, and ‘problems’ showed School Three reporting higher perception levels in ‘trust’, ‘spirituality’, ‘conflict’, and ‘problems’ than Schools Two and Four. (4) Current perceptions of organizational climate factors ‘resources’ showed School Four reporting lower perception levels in ‘resources’ than Schools Two and Three. (5) Expected perceptions (what should be) of the organizational climate factor ‘morale’ did not show a statistically significant difference in any pairs; School One reported a higher perception level in ‘conflict’ than School Four. Based on the aforementioned analysis, hypothesis 2.1 is not fully supported.
43 Table 5. Scheffe's Test of Organizational Climate Related to Schools School School Two (2) School Three (3) School Four (4) Current Situation Cohesiveness School One (1) .17266 -.43142* .10464 School Two (2) -.60408* -.06802 School Three (3) .53606* Morale School One (1) .08732 -.53340* -.03188 School Two (2) -.62072* -.11921 School Three (3) .50152* Growth School One (1) .26868 -.31067 .05478 School Two (2) -.57935* -.21390 School Three (3) .36545 Trust School One (1) .18195 -.16621 .28319 School Two (2) -.34815* .10124 School Three (3) .44939* Respect School One (1) .23368 -.13142 .23130 School Two (2) -.36510* -.00237 School Three (3) .36273 Caring School One (1) .29381 -.05257 .29652 School Two (2) -.34638* .00271 School Three (3) .34909 Spirituality School One (1) .20074 -.23617 .34899 School Two (2) -.43690* .14825 School Three (3) .58515* Resources School One (1) -.16632 -.21324 .22464 School Two (2) -.04692 .39096* School Three (3) .43788* Conflict School One (1) .29823 -.32866 .25710 School Two (2) -.62689* -.04113 School Three (3) .58576*
44 Table 5. Scheffe's Test of Organizational Climate Related to Schools (Continued) School School Two (2) School Three (3) School Four (4) Current Situation Communication School One (1) .20634 -.15375 .31594 School Two (2) -.36009* .10960 School Three (3) .46970* Problem Solving School One (1) .21813 -.31877 .01971 School Two (2) -.53690* -.19842 School Three (3) .33848 What Should Be Conflict School One (1) .18239 .18300 .34725* School Two (2) .00062 .16486 School Three (3) .16424 Note: *. The mean difference is significant at the 0.05 level Source: Developed for this research 4.6 Hypothesis Testing: Analysis by Demographic Factors )H3( 4.6.1 Organizational Climate Compared by Gender Table 6 shows a comparison of current situation of perceived organizational climate factors between ‘male’ and ‘female’ employee in Adventist schools. The results for the independent sample t-test indicate no statistically significant difference between Male and Female employees in most of the current situation of perceived organizational climate category factors (p < 0.05). However, there was a statistically significant difference in the ‘resources’ factor of perceived organization climate among employees by gender (p = 0.03). Male employees had a higher perception of the organizational climate factor ‘resources’. Male and Female employees showed no differences in the other perceived organizational climate factors.
45 Table 6. Current Situation of Organizational Climate Factors Compared by Gender Organizational Climate Factors Male Female Mean S.D. Mean S.D. t p Cohesiveness 3.2103 .57380 3.1485 .57142 .759 .449 Morale 2.9333 .59667 2.8853 .61374 .561 .576 Growth 3.0026 .64425 2.9118 .68929 .967 .335 Trust 2.9462 .65400 2.7971 .67768 1.584 .115 Respect 3.3051 .53133 3.2309 .58265 .949 .344 Caring 3.2410 .59727 3.1191 .58240 1.450 .149 Spirituality 3.2051 .56658 3.1706 .58552 .424 .672 Resources 3.2026 .48295 3.0368 .63535 2.148* .033 Conflict 3.0641 .69019 2.9618 .70910 1.034 .303 Communication 3.3359 .52619 3.2162 .58780 1.534 .127 Problems 3.1718 .62811 2.9897 .70902 1.946 .053 Note:*The mean difference is significant at the 0.05 level Source: Developed for this research Table 7 shows a comparison between the expected organizational climate factor perceptions between Male and Female employee in Adventist schools. The results for the independent sample t-test indicate no statistically significant difference between Male and Female employees in all the of expected organizational climate categories (p > 0.05). That is, Male and Female employees showed no differences in the expected perceptions of organizational climate factors. Based on the above analysis, hypothesis H3.2 (Gender) is partially supported, except for Resources.
46 Table 7. Expected Organizational Climate Compared by Gender Organizational Climate Factors Male Female Mean S.D. Mean S.D. t p Cohesiveness 3.7333 .54574 3.8485 .25704 -1.756 .082 Morale 3.6795 .55581 3.7941 .31358 -1.675 .097 Growth 3.7077 .58615 3.8000 .36757 -1.256 .212 Trust 3.6641 .61284 3.7324 .42807 -.869 .386 Respect 3.7641 .56084 3.8544 .29360 -1.322 .189 Caring 3.7744 .51910 3.8132 .34530 -.591 .556 Spirituality 3.7564 .56994 3.8603 .30044 -1.495 .138 Resources 3.7590 .57422 3.8691 .27474 -1.593 .114 Conflict 3.7205 .57510 3.8250 .34119 -1.464 .146 Communication 3.7897 .51964 3.8382 .40917 -.708 .480 Problems 3.7564 .51738 3.8324 .39794 -1.120 .265 Source: Developed for this research 4.6.2 Organizational Climate Factors Compared by Role The results of a One-Way Analysis of Variance (ANOVA) in Table 8 show there was a statistically significant difference in the perceived current organizational climate factors by Role relating to ‘respect’ (p < 0.01), ‘cohesiveness’, ‘morale’, ‘trust’, and ‘caring’ (p < 0.05). However, there was no statistically significant difference in most of what the organizational climate should be by Role in the school except for ‘problems’ (p < 0.05).
47 Table 8. Organizational Climate Compared by Role Organizational Climate Factors Current Situation What Should Be F P F P Cohesiveness 4.24* .02 2.33 .10 Morale 3.07* .05 1.66 .19 Growth 1.88 .16 0.93 .40 Trust 3.79* .02 0.89 .41 Respect 5.93** .00 1.23 .30 Caring 3.48* .03 1.24 .29 Spirituality 2.15 .12 0.18 .84 Resources 1.27 .28 0.79 .46 Conflict 1.53 .22 0.63 .53 Communication 2.30 .10 0.96 .38 Problem 2.63 .07 3.65* .03 ** The mean difference is significant at the 0.01 level *The mean difference is significant at the 0.05 level Source: Developed for this research The Scheffe’s test method was subsequently applied to find the different pairs. In Table 9, the test revealed statistically significant differences for four organizational climate factors from the current situation regarding to Role in school. These findings can be describe as follow: (1) Current perceptions of organizational climate factors by Role relating to ‘cohesiveness’ and ‘morale’ showed Staff Members (1) reporting lower perception levels in both ‘cohesiveness’ and ‘morale’ than Teachers (2). (2) Current perceptions related to organizational climate factors ‘trust’, ‘respect’, and ‘caring’, with Staff Members (1) reporting lower trust, respect, and caring level than Administrators (3)
48 Based on the above analysis, hypothesis H3.1 (Role) is partially supported by ‘what is’ perceptions. Table 9. Scheffe's Test of Organizational Climate Related to Role Role CAA (3) AES (4) Current Situation Cohesiveness Staff Member (1) -.26705* -.48471 Teachers (2) -.21766 Trust Staff Member (1) -.23488 -.62471* Teacher (2) -.38982 Respect Staff Member (1) -.29711* -.58588* Teacher (2) -.28877 Caring Staff Member (1) -.19071 -.53176* Teacher (2) -.34105 Note: *. The mean difference is significant at the 0.05 level Source: Developed for this research 4.6.3 Organizational Climate Compared by Years of Service The results of a One-Way Analysis of Variance (ANOVA) in Table 10 show there was no a statistically significant difference in both the current situation organizational climate factors related to Year of Service (p < 0.05) and the expectation of what organizational climate should be (p < 0.05). In other words, Years of Service did not relate to the different levels of perceived organizational climate. Based on the above analysis, hypothesis H3.3 (Years of Service) is not fully supported.
49 Table 10. Organizational Climate Compared by Years of Service Organizational Climate Factors Current Situation What Should Be F P F P Cohesiveness 1.419 .219 .578 .717 Morale 1.005 .416 1.031 .400 Growth .712 .615 1.077 .374 Trust 1.391 .229 1.277 .275 Respect .548 .740 1.034 .398 Caring 2.040 .074 .552 .737 Spirituality .871 .501 .683 .637 Resources 1.009 .413 .660 .654 Conflict 1.586 .165 .983 .429 Communication 1.990 .081 1.029 .402 Problem Solving 1.452 .207 1.252 .286 Note:** The mean difference is significant at the 0.01 level Note:*The mean difference is significant at the 0.05 level Source: Developed for this research 4.6.4 Organizational Climate Factors Compared by Religion The results of a One-Way Analysis of Variance (ANOVA) in Table 11 show there was a statistically significant difference in the perceptions of the current situation organizational climate factors by Religion related to ‘respect’, ‘resources’, and ‘communication’ (p < 0.05) and the expectation of what organizational climate should be by Religion relating to ‘cohesiveness’, ‘morale’, ‘growth’, ‘trust’, and ‘spirituality’ (p < 0.05).
50 Table 11. Organizational Climate Compared by Religion Organizational Climate Factors Current Situation What Should Be F P F P Cohesiveness 1.311 .272 3.718* .012 Morale 1.538 .206 3.849* .010 Growth 1.208 .308 3.676* .013 Trust .667 .573 2.823* .040 Respect 2.834* .039 1.767 .154 Caring 1.152 .329 1.980 .118 Spirituality 2.195 .090 6.270** .000 Resources 5.272** .002 2.586 .054 Conflict .948 .418 2.274 .081 Communication 3.169* .025 2.570 .055 Problem Solving 1.593 .192 .958 .413 Note:** The mean difference is significant at the 0.01 level Note: *The mean difference is significant at the 0.05 level Source: Developed for this research Applying Scheffe’s test method to find the different pairs, the results in Table 12 reveal statistically significant differences for two organizational climate factors from the current situation and five organizational climate factors from the expectation relating to Religion differences of the employees. These findings can be described as follows: (1) Current perceptions of the organizational climate factors ‘respect’ and ‘resources’ by employee Religion showed SDA employees (1) reporting higher in both ‘respect’ and ‘resources’ category than Buddhist employees (3). (2) Perceptions related to expectation of what the organizational climate factors should be relating to climate factors ‘cohesiveness’, ‘morale’, ‘growth’, ‘trust’, and ‘spiritualty’ by employee Religion showed SDA employees (1) reporting
51 higher perception levels in ‘cohesiveness’, ‘morale’, ‘growth’, ‘trust’, and ‘spiritualty’ than Buddhist employees (3). (3) The Other Christian employees (2) possess a higher perception of ‘spiritualty’ than employees with Buddhist employees (3). Based on the above analysis, hypothesis H3.4 (Religion) is not supported. Table 12. Scheffe's Test of Organizational Climate Related to Religion Religion Other Christian (2) Buddhist (3) Other (4) Current Situation Respect SDA (1) .00296 .30921* -.04704 Other Christian (2) .30625 -.05000 Buddhist (3) -.35625 Resources SDA (1) .33515 .40015* .27515 Other Christian (2) .06500 -.06000 Buddhist (3) -.12500 What Should Be Cohesiveness SDA (1) -.01858 .24142* -.05858 Other Christian (2) .26000 -.04000 Buddhist (3) -.30000 Morale SDA (1) -.01183 .25692* -.16183 Other Christian (2) .26875 -.15000 Buddhist (3) -.41875 Growth SDA (1) .00828 .28328* -.09172 Other Christian (2) .27500 -.10000 Buddhist (3) -.37500 Trust SDA (1) -.05325 .27175* -.00325 Other Christian (2) .32500 .05000 Buddhist (3) -.27500 Spirituality SDA (1) -.09609 .32016* -.13609 Other Christian (2) .41625* -.04000 Buddhist (3) -.45625 Note: *. The mean difference is significant at the 0.05 level
52 4.7 Hypothesis Testing: Current Situation and the Expectation of what should be )H4( Table 13 show the differences between perceptions of the current situation and the expectation of what the organizational climate should be in the Adventist schools. All the organizational climate factor categories did not match with the expectation of what the organizational climate should be. ‘Morale’ and ‘trust’ were in the highest range of perceptions not up to the expectation of what should be and ‘Communication’ had the lowest range level. Table 13. Differences between Current Situation and the Expectation of Organizational Climate Organizational Climate Factors P E P-E Interpretation Cohesiveness 3.17 3.81 -0.64 Not up to the expectation Morale 2.90 3.75 -0.85 Not up to the expectation Growth 2.94 3.77 -0.83 Not up to the expectation Trust 2.85 3.71 -0.86 Not up to the expectation Respect 3.26 3.82 -0.56 Not up to the expectation Caring 3.17 3.80 -0.63 Not up to the expectation Spirituality 3.19 3.82 -0.63 Not up to the expectation Resources 3.10 3.83 -0.73 Not up to the expectation Conflict 3.00 3.79 -0.79 Not up to the expectation Communication 3.26 3.82 -0.56 Not up to the expectation Problem Solving 3.06 3.81 -0.75 Not up to the expectation Note: P = current situation; E = what should be Source: Developed for this research Table 14 shows the Paired Samples t-test analysis results regarding differences between the current situation and the expectation of what organizational climate should be in the Adventist schools. Each of the pair of the organizational climate component categories were statistically significant differences with each pair of the expectation of what organizational climate should be (p < 0.01). Each pair of the expectation of what
53 organizational climate should be possess a higher level than current situation. Based on the analysis above, hypothesis is supported. Table 14. Differences Between Current Situation and the Expectation of Organizational Climate Organizational Climate Factors Current Situation What Should Be Mean S.D. Mean S.D. t p Cohesiveness 3.17 .57050 3.81 .38999 -15.474 .00 Morale 2.90 .60616 3.75 .42014 -18.978 .00 Growth 2.94 .67196 3.77 45944 -17.260 .00 Trust 2.85 .66990 3.71 .50221 -18.389 .00 Respect 3.26 .56306 3.82 .41182 -14.691 .00 Caring 3.17 .58825 3.80 .41558 -15.149 .00 Spirituality 3.19 .57694 3.82 .42008 -15.423 .00 Resources 3.10 .58830 3.83 .41134 -17.161 .00 Conflict 3.00 .70086 3.79 .44179 -15.346 .00 Communication 3.26 .56827 3.82 .45107 -13.867 .00 Problem Solving 3.06 .68321 3.81 .44466 -15.046 .00 Note: ** The mean difference is significant at the 0.01 level Note: *The mean difference is significant at the 0.05 level Source: Developed for this research 4.8 Open Ended Response Findings This section discuses the open-ended comments/statements from survey participants from schools one through School Four. The discussion of the findings from each school will be presented individually in numerical order followed by a summary of all the schools. The following tables (15-18) are divided into two sections. The left side of the table is a column of 11 organizational climate factors under study along with a
54 miscellaneous category. The miscellaneous category are comments unrelated to climate factors. Under the “Strongest Aspect Perception” column are indicated the number of respondents who perceived that particular climate factor as the strongest climate factor. Under the “Weakest Aspect Perception” column are indicated the number of respondents who perceived that particular climate factor as the weakest climate factor. The first percentage column (%) indicates the number of times each climate factor was listed as strongest aspect perception as a percentage of the total number of responses. The second percentage column (%)indicates the number of times each climate factor was listed as weakest aspect perception as a percentage of the total number of responses. The rightmost column listed as “% Difference” indicates the spread or difference between the Strongest Aspect Percentage and the Weakest Aspect Percentage of that particular climate factor. 4.8.1 School Number One The following is an analysis of employee open-ended comments at school number one (1) regarding the strongest and weakest aspects of school climate. The total number of employee open-ended comments regarding the strongest aspects of school climate was 32 comments. The total number of employee open-ended comments regarding the weakest aspects of school climate was 33 comments.
55 Table 15. Summary of Open-Ended Statements at School One Climate Factor Strongest % Weakest % Aspect Aspect Difference Perception Perception % Cohesiveness 2 6.25% 2 6.06% 0.19% Morale 3 9.38% 6 18.18% -8.81% Growth 2 6.25% 0 0.00% 6.25% Trust 1 3.13% 2 6.06% -2.94% Respect 5 15.63% 0 0.00% 15.63% Caring 4 12.50% 2 6.06% 6.44% Spirituality 6 18.75% 2 6.06% 12.69% Resources 2 6.25% 5 15.15% -8.90% Conflicts 1 3.13% 2 6.06% -2.94% Communication 2 6.25% 2 6.06% 0.19% Problems 0 0.00% 1 3.03% -3.03% Miscellaneous 4 12.50% 9 27.27% -14.77% Total 32 33 Source: Developed for this research 4.8.1.1 Employee Open-Ended Comments Findings of School One Employee open-ended comments regarding their perceptions of the strongest and weakest aspects of school climate are as follows: 4.8.1.2 Strongest Aspects 1. The school climate factor “Spirituality” is perceived by employees in their comments (18.75%) to be the strongest aspect of their school climate today with a positive spread of 12.69% between positive and negative perceptions of this factor. 2. The school climate factor “Respect” is perceived by employees in their comments (15.63%) to be the second strongest aspect of their school climate
56 today with a positive spread of only 15.63% between positive and negative perceptions of this factor. 3. The school climate factor “Caring” is perceived by employees in their comments (12.50%) to be the third strongest aspect of their school climate today with a positive spread of 6.44% between positive and negative perceptions of this factor. Figure 1. Strongest Aspect Perception (School One) Source: Developed for this research 4.8.1.3 Weakest Aspects 1. The school climate factor “Morale” is perceived by employees in their comments (18.18%) to be the weakest aspect of their school climate today with a negative spread of -8.81% between positive and negative perceptions of this factor.
57 2. The school climate factor “Resources” is perceived by employees in their comments (15.15%) to be the second weakest aspect of their school climate today with a negative spread of -8.90% between positive and negative perceptions of this factor. Figure 2 gives visual representation of weakest aspect compared to the whole. Figure 2. Weakest Aspect Perception (School One) Source: Developed for this research 4.8.2 School Number Two The following is an analysis of employee open-ended comments at school number two (2) regarding the strongest and weakest aspects of school climate. The total number of employee open-ended comments regarding the strongest aspects of school climate was 153 comments. The total number of employee open-ended comments regarding the weakest aspects of school climate was 138 comments.
58 Table 16. Summary of Open-Ended Statements at School Two Climate Factor Strongest % Weakest % Aspect Aspect Difference Perception Perception % Cohesiveness 13 8.50% 12 8.70% -0.20% Morale 8 5.23% 19 13.77% -8.54% Growth 8 5.23% 21 15.22% -9.99% Trust 3 1.96% 9 6.52% -4.56% Respect 12 7.84% 1 0.72% 7.12% Caring 16 10.46% 5 3.62% 6.83% Spirituality 36 23.53% 6 4.35% 19.18% Resources 19 12.42% 11 7.97% 4.45% Conflicts 1 0.65% 8 5.80% -5.14% Communication 21 13.73% 15 10.87% 2.86% Problems 5 3.27% 10 7.25% -3.98% Miscellaneous 11 7.19% 21 15.22% -8.03% Total 153 138 Source: Developed for this research 4.8.2.1 Employee Open-Ended Comments Findings of School Two Employee open-ended comments regarding their perceptions of the strongest and weakest aspects of school climate are as follows: 4.8.2.2 Strongest Aspects 1. The school climate factor “Spirituality” is perceived by employees in their comments (23.53%) to be the strongest aspect of their school climate today with a positive spread of 19.18% between positive and negative perceptions of this factor. 2. The school climate factor “Communication” is perceived by employees in their comments (13.73%) to be the second strongest aspect of their school climate
59 today with a positive spread of only 2.86% between positive and negative perceptions of this factor. 3. The school climate factor “Caring” is perceived by employees in their comments (10.46%) to be the third strongest aspect of their school climate today with a positive spread of 6.83% between positive and negative perceptions of this factor. 4. The school climate factor “Cohesiveness” is perceived by employees in their comments (8.50%) to be the fourth strongest aspect of their school climate today with a negative spread of only -0.20% between positive and negative perceptions of this factor. 5. The school climate factor “Respect” is perceived by employees in their comments (7.84%) to be the fifth strongest aspect of their school climate today with a positive spread of 7.12% between positive and negative perceptions of this factor.
60 Figure 3. Strongest Aspect Perception (School Two) Source: Developed for this research 4.8.2.3 Weakest Aspects 1. The school climate factor “Growth” is perceived by employees in their comments (15.22%) to be the weakest aspect of their school climate today with a negative spread of -9.99% between positive and negative perceptions of this factor. 2. The school climate factor “Morale” is perceived by employees in their comments (13.77%) to be the second weakest aspect of their school climate today with a negative spread of -8.54% between positive and negative perceptions of this factor. 3. The school climate factor “Communication” is perceived by employees in their comments (10.87%) to be the third weakest aspect of their school climate today
61 with a positive spread of only 2.86% between positive and negative perceptions of this factor. 4. The school climate factor “Cohesiveness” is perceived by employees in their comments (8.70%) to be the forth weakest aspect of their school climate today with a negative spread of -0.20% between positive and negative perceptions of this factor. 5. The school climate factor “Resources” is perceived by employees in their comments (7.97%) to be the fifth strongest aspect of their school climate today with a positive spread of 4.45% between positive and negative perceptions of this factor. 6. Finally, the school climate factors “Trust” (6.52%), “Conflicts” (5.80%), and “Problems” (7.25%) may be of interest or concern to administrators as they reveal a negative spread between positive and negative perceptions of these factor: -4.56%, -5.14, and -3.98% respectively.
62 Figure 4. Weakest Aspect Perception (School Two) Source: Developed for this research 4.8.3 School Number Three The following is an analysis of employee open-ended comments at school number three (3) regarding the strongest and weakest aspects of school climate. The total number of employee open-ended comments regarding the strongest aspects of school climate was 52 comments. The total number of employee open-ended comments regarding the weakest aspects of school climate was 40 comments.
63 Table 17. Summary of Open-Ended Statements at School Three Climate Factor Strongest % Weakest % Aspect Aspect Difference Perception Perception % Cohesiveness 15 28.85% 2 5.00% 23.85% Morale 1 1.92% 13 32.50% -30.58% Growth 0 0 0 0 0.00% Trust 1 1.92% 2 5.00% -3.08% Respect 0 0 0 0 0.00% Caring 10 19.23% 2 5.00% 14.23% Spirituality 6 11.54% 0 0.00% 11.54% Resources 7 13.46% 7 17.50% -4.04% Conflicts 0 0 1 0.025 -2.50% Communication 4 7.69% 1 2.50% 5.19% Problems 0 0 0 0 0.00% Miscellaneous 8 15.38% 12 30.00% -14.62% Total 52 40 Source: Developed for this research 4.8.3.1 Employee Open-Ended Comments Findings of School Three Employee open-ended comments regarding their perceptions of the strongest and weakest aspects of school climate are as follows: 4.8.3.2 Strongest Aspects 1. The school climate factor “Cohesiveness” is perceived by employees in their comments (28.85%) to be the strongest aspect of their school climate today with a positive spread of 23.85% between positive and negative perceptions of this factor. 2. The school climate factor “Caring” is perceived by employees in their comments (19.23%) to be the second strongest aspect of their school climate
64 today with a positive spread of 14.23% between positive and negative perceptions of this factor. 3. The school climate factor “Resources” is perceived by employees in their comments (13.46%) to be the third strongest aspect of their school climate today with a spread of -4.04% between positive and negative perceptions of this factor. 4. The school climate factor “Spirituality” is perceived by employees in their comments (11.54%) to be the fourth strongest aspect of their school climate today with a spread of 11.54% between positive and negative perceptions of this factor.
65 Figure 5. Strongest Aspect Perception (School Three) Source: Developed for this research 4.8.3.2 Weakest Aspects 1. The school climate factor “Morale” is perceived by employees in their comments (32.50%) to be the weakest aspect of their school climate today with a negative spread of -30.58% between positive and negative perceptions of this factor. 2. The school climate factor “Resources” is perceived by employees in their comments (17.50%) to be the second weakest aspect of their school climate today with only a negative spread of -4.04% between positive and negative perceptions of this factor.
66 Figure 6. Weakest Aspect Perception (School Three) Source: Developed for this research 4.8.4 School Number Four The following is an analysis of employee open-ended comments at school number four (4) regarding the strongest and weakest aspects of school climate. The total number of employee open-ended comments regarding the strongest aspects of school climate was 26 comments. The total number of employee open-ended comments regarding the weakest aspects of school climate was 28 comments.
67 Table 18. Summary of Open-Ended Statements at School Four Climate Factor Strongest Aspect Perception % Weakest Aspect Perception % Difference (%) Cohesiveness 7 26.92% 3 10.71% 16.21% Morale 0 0.00% 1 3.57% -3.57% Growth 0 0.00% 0 0.00% 0.00% Trust 0 0.00% 2 7.14% -7.14% Respect 2 7.69% 0 0.00% 7.69% Caring 4 15.38% 0 0.00% 15.38% Spirituality 7 26.92% 0 0.00% 26.92% Resources 2 7.69% 6 21.43% -13.74% Conflicts 0 0.00% 0 0.00% 0.00% Communication 2 7.69% 5 17.86% -10.16% Problems 0 0.00% 2 7.14% -7.14% Miscellaneous 2 7.69% 5 17.86% -10.16% Total 26 28 Source: Developed for this research 4.8.4.1 Employee Open-Ended Comments Findings of School Four Employee open-ended comments regarding their perceptions of the strongest and weakest aspects of school climate are as follows: 4.8.4.2 Strongest Aspects 1. The school climate factors “Cohesiveness” and “Spirituality” are perceived equally strong by employees in their comments (26.92%) today with a positive spread between positive and negative perceptions of this factor of 16.21% for “Cohesiveness” and 26.92% for “Spirituality”. 2. The school climate factor “Caring” is perceived by employees in their comments (15.38%) to be the third strongest aspect of their school climate today
68 with a positive spread of 15.38% between positive and negative perceptions of this factor. Figure 7. Strongest Aspect Perception (School Four) Source: Developed for this research 4.8.4.3 Weakest Aspects 1. The school climate factor “Resources” is perceived by employees in their comments (21.43%) to be the weakest aspect of their school climate today with a negative spread of -13.74% between positive and negative perceptions of this factor. 2. The school climate factor “Communication” is perceived by employees in their comments (17.86%) to be the second weakest aspect of their school climate today with only a negative spread of -10.16% between positive and negative perceptions of this factor.
69 3. The school climate factor “Cohesiveness” is perceived by employees in their comments (10.71%) to be the third weakest aspect of their school climate today with a spread of 16.21% between positive and negative perceptions of this factor. Figure 8. Weakest Aspect Perception (School Four) Source: Developed for this research 4.9 Summary of the Hypotheses Testing Hypothesis One )H1(: “Employees across all four Thailand Adventist Mission schools have a high-positive (H1.1) current (what is) and/or (H1.2) expected (what should be) perception of select school climate factors.” Statistical analysis (Table 2) findings do not fully support hypothesis 1.1; however, statistical analysis (Table 2) findings partially support hypothesis 1.2.
70 Hypothesis Two )H2(: “Employees within each of the four Thailand Adventist Mission schools have a high-positive (H2.1) current (what is) and/or (H2.2) expected (what should be) perception of select school climate factors.” Statistical analysis (Tables 3,4,5) findings do not fully support hypothesis 2.1. School 3 shows higer levels of perceptions of the current situation than other schools. Statistical analysis (Table 3,4,5) findings partially support hypothesis 2.2. There was no difference in the organizational climate perceptions of ‘what should be’. Hypothesis Three )H3(: “Employees across all four Thailand Adventist Mission schools that differ according to their (H.3.1)role, (H3.2) gender, (H3.3) length of service, and/or (H3.4) religion exhibit differences in their current (what is) and expected (what should be) perceptions of school climate factors.” Statistical analysis (Tables 8 and 9) findings of ‘what is’ perceptions partially supports Hypothesis H3.1 )Role(. There was a difference in the perceived ‘current’ organizational climate factors by Role relating to ‘respect’, ‘cohesiveness’, ‘morale’, ‘trust’, and ‘caring’. Staff Members reported less perceptual positivity toward the select current organizational climate factors than Teachers and Administrators. Statistical analysis (Tables 8 and 9), however, show no difference in organizational climate perceptions of ‘what should be’ by Role compared to Years of Service. The findings for ‘what should be’ perceptions, therefore, do not fully support Hypothesis H3.1 (Role). However, there was no difference in what the organizational climate should be by Role in the school organizational climate compared to Years of Service.
71 Hypothesis H3.2: Statistical analysis (Table 6 and 7) findings of ‘what is’ perceptions partially support Hypothesis 3.2 (Gender) except for resources. There was no difference between Male and Female employees in most of the perceived ‘what is’ organizational climate category factors. However, there was a difference in the ‘resources’ factor of perceived organizational climate factors among employees by gender. Male employees had a higher perception of the organizational climate factor ‘resources’. This, again, is an unexpected finding with no apparent reason for it Statistical analysis (Tables 6 and 7), however, show no difference in organizational climate perceptions of ‘what should be’ by Gender. The findings for ‘what should be’ perceptions, therefore, do not fully support Hypothesis H3.2 (Gender). Hypothesis H3.3: Statistical analysis (Table 10) findings do not fully support Hypothesis 3.3 (Years of Service). The results of statistical analysis in Table 10 show there was no difference in organizational climate perceptions of both ‘what is’ and ‘what should be’ in terms Years of Service. Hypothesis H3.4: Statistical analysis (Table 11, 12) findings do not support hypothesis 3.4 (Religion). There was a difference in organizational climate factor perceptions of the ‘what is’ by Religion relating to ‘respect’, ‘resources’, and ‘communication’; and in the ‘what should be’ perceptions organizational climate by Religion relating to ‘cohesiveness’, ‘morale’, ‘growth’, ‘trust’, and ‘spirituality’. ‘What is’ perceptions of the organizational climate factors ‘respect’ and ‘resources’ by employee Religion showed SDA employees reporting higher in both ‘respect’ and ‘resources’ categories than Buddhist employees. Perceptions relating to the expectation of ‘what should be’
72 relating to the climate factors ‘cohesiveness’, ‘morale’, ‘growth’, ‘trust’, and ‘spiritualty’ by employee Religion showed SDA employees and Other Christian employees reporting higher perception levels in ‘cohesiveness’, ‘morale’, ‘growth’, ‘trust’, and ‘spiritualty’ than Buddhist employees. Hypothesis Four )H4(: “Employees across all four Thailand Adventist Mission schools exhibit differences in current (what is) and expected (what should be) perception of school climate factors.” Statistical analysis (Table 13, 14) findings support Hypothesis 4.
73 CHAPTER 5 DISCUSSION AND CONCLUSION 5.1 Introduction This chapter begins with a discussion of the findings as it pertains to the hypotheses. Following this, the findings from each school will be discussed individually. Next will be a summary and discussion of Open-ended comment findings, After that will be a discussion of the limitations faced in the undertaking of this research and also recommendations for future study. The last section of chapter 5 consists of the conclusions to the study. 5.2 Hypotheses Findings and Discussion 5.2.1 Hypothesis One The expectations of ‘what should be’ across all school was very high in every category of organizational climate. The findings across all four schools indicates that the perceptions of ‘what should be’ partially supports Hypothesis 1.2: “Employees across all four Thailand Adventist Mission schools have a high-positive (H1.1) current (what is) and/or (H2.2) expected (what should be) perception of select school climate factors.” However, the perception of ‘what is’ factors across all schools indicates that the perceptual positivity of school climate factors was high and moderate and, therefore, does not fully support Hypothesis 1.1. The highest positivity perception of ‘what is’ factors were ‘respect’ and ‘communication’; whereas, the lowest positivity perception of ‘what is’ factor was ‘trust’. The findings for H1.1 and H1.2 reveal a current overall degree of perceptual positivity toward organizational climate factors that stakeholders
74 and administrators may find satisfactory, because a 'slight-positive' perception corresponds to "frequently' on the Likert scale of positive statements, which shows relatively good positivity toward the organizational climate factors. The overall combined perception of all four schools regarding “What the situation at your school should be” is a high-positive perception. While one might argue that it is human nature to want to do better and, therefore, to seldom be satisfied with the current situation; nevertheless, it is still a good indicator that employees generally want higher perceptual standards of organizational climate factors. 5.2.2 Hypothesis Two The expectations of ‘what should be’ within each school were very high in every category of organizational climate. The findings within each of the four schools indicates that the perceptions of ‘what should be’ partially supports Hypothesis 2.2: “Employees within each of the four Thailand Adventist Mission schools have a highpositive 1) current (what is) and/or 2) expected (what should be) perception of select school climate factors.” However, current perceptions of ‘what is’ factors within each school indicates that the perceptual positivity of school climate factors was high and moderate and, therefore, does not fully support Hypothesis 2.1. The highest positivity perception of ‘what is’ factors was school 3; whereas, the lowest positivity perception of ‘what is’ factors was school 4. The findings within each of the schools for H2.1 and H2.2 reveal a degree of perceptual positivity toward organizational climate factors that stakeholders and administrators may find satisfactory, because a 'slight-positive' perception corresponds to "frequently' on the Likert scale of positive statements, which
75 shows relatively good positivity toward the organizational climate factors. The perception within each schools regarding “What the situation at your should be” is a high-positive perception. As previously mentioned, while it is often part of human nature to want to do better and to seldom be satisfied with the current situation, it is, nevertheless, a good indicator that employees at each school desire higher perceptual standards of organizational climate factors. 5.2.3 Hypothesis Three 5.2.3.1 Hypothesis H3.1: Statistical analysis (Tables 8 and 9) findings of ‘what is’ perceptions partially supports Hypothesis H3.1 )Role(. There was a difference in the perceived ‘current’ organizational climate factors by Role relating to ‘respect’, ‘cohesiveness’, ‘morale’, ‘trust’, and ‘caring’. Staff Members reported less perceptual positivity toward the select current organizational climate factors than Teachers and Administrators. The reason for this difference is not immediately clear without a deeper study into the data. It is possible that staff perceive themselves to be treated as less important within the school hierarchy. Statistical analysis (Tables 8 and 9), however, show no difference in organizational climate perceptions of ‘what should be’ by Role compared to Years of Service. The findings for ‘what should be’ perceptions, therefore, do not fully support Hypothesis H3.1 (Role). This is an unexpected finding that on the surface appears counter intuitive and deserves further examination.
76 5.2.3.2 Hypothesis H3.2: Statistical analysis (Table 6 and 7) findings of ‘what is’ perceptions partially support Hypothesis 3.2 (Gender) except for resources. There was no difference between Male and Female employees in most of the current situation of perceived organizational climate category factors. However, there was a difference in the ‘resources’ factor of perceived organizational climate factors among employees by gender. Male employees had a higher perception of the organizational climate factor ‘resources’. This, again, is an unexpected finding with no apparent reason for it. It will be of value to do an item analysis of each of the statements in the ‘Resources’ category by gender to determine a possible reason for this finding. Statistical analysis (Tables 6 and 7), however, show no difference in organizational climate perceptions of ‘what should be’ by Gender. The findings for ‘what should be’ perceptions, therefore, do not fully support Hypothesis H3.2 (Gender). 5.2.3.3 Hypothesis H3.3: Statistical analysis (Table 10) findings do not fully support Hypothesis 3.3 (Years of Service). The results of statistical analysis in Table 10 show there was no difference in organizational climate perceptions of both ‘what is’ and ‘what should be’ in terms Years of Service. This is an unexpected finding that on the surface appears counter intuitive and deserves further examination. 5.2.3.4 Hypothesis H3.4: Statistical analysis (Table 11, 12) findings does not support hypothesis 3.4 (Religion). There was a difference in organizational climate factor perceptions of the
77 ‘what is’ by Religion relating to ‘respect’, ‘resources’, and ‘communication’; and in the ‘what should be’ perceptions organizational climate by Religion relating to ‘cohesiveness’, ‘morale’, ‘growth’, ‘trust’, and ‘spirituality’. ‘What is’ perceptions of the organizational climate factors ‘respect’ and ‘resources’ by employee Religion showed SDA employees reporting higher in both ‘respect’ and ‘resources’ categories than Buddhist employees. Once again, this finding deserves a deeper analysis of the category Religion and the climate factor ‘respect’ and ‘resources’. The findings on ‘respect’ are difficult know without further study. A simple, and perhaps superficial, reason for the perceptual difference toward ‘resources’ may be due to SDA employee perceptions being modified by a better understanding and acceptance of the financial constraints of the organization; whereas, Buddhist employees may not be as knowledgeable or as accepting of such information. Perceptions relating to the expectation of ‘what should be’ relating to the climate factors ‘cohesiveness’, ‘morale’, ‘growth’, ‘trust’, and ‘spiritualty’ by employee Religion showed SDA employees and Other Christian employees reporting higher perception levels in ‘cohesiveness’, ‘morale’, ‘growth’, ‘trust’, and ‘spiritualty’ than Buddhist employees. This finding, of course, requires further analysis in these areas; however, differences in perceptual positivity may simply be due to the fact that Buddhist employees perceive these factors to be less important or less necessary based on their religious background and beliefs. In other words, there may be less of a perceived need to bond and socialize with the majority of Christian employees. There may also be expectation of less perceived trust when working within a Christian context. The most
78 obvious and easiest to understand difference would be in the area of ‘spirituality’ where perceived Buddhist expectations are less that those SDA’s and Other Christians. 5.2.4 Hypothesis Four Hypothesis 4: Statistical analysis (Table 13, 14) findings support Hypothesis 4. (H4): “Employees across all four Thailand Adventist Mission schools exhibit differences in current (what is) and expected (what should be) perception of school climate factors.” The fact that these findings reveal a difference between current and expected perceptual positivity toward organizational climate factors is to be viewed in a positive light, because a 'slight-positive' and ‘high-positive’ perception correspond to "Frequently' and “Almost Always” on the Likert scale of positive statements. This indicates relatively good positivity on behalf of employees toward the organizational climate factors. Furthermore, while one might say that it is human nature to always want to do better and, therefore, to seldom be satisfied with the current situation, it is, nevertheless a good indicator that employees across schools desire to strive for higher perceptual standards of organizational climate factors. 5.3 School One Data Analysis Discussion The combined School One perceptions of “What the current situation at your school is like” is a slightly-positive perception. These findings reveal a current degree of perceptual positivity toward organizational climate factors that stakeholders and School One administrators may find satifactory, because a 'slight-positive' perception corresponds to "frequently' on the Likert scale of positive statements, which shows relatively good positivity toward the organizational climate factors. The combined
79 School One perceptions of “What the situation at your should be” is a high-positive perception. While one might say that it is human nature to always want to do better and, therefore, to seldom be satisfied with the current situation; nevertheless, it is a good indicator that employees in School One desire higher perceptual standards of organizational climate factors. 5.3.1 School One Lowest and Highest Perceptions of Climate Factors ‘Morale’ (2.83), ‘Trust’ (2.96), and ‘Resources’ (3.99) were perceived to be the lowest climate factors by employees in School One. In light of the findings (see below), it may be of concern or interest to School One stakeholders and administrators that employees perceive their time for personal matters as very low (56%). This perception may have something to do with workloads and or scheduling. Employees appear to have a low perception (43%) of opportunities for social interactions. Administrators may wish to enhance perceptions of coleagiality and school spirit through well-planned employee social activities. Of particular interest or concern for stakeholders and administrators is the relatively low perception (26%) of the sensitive, but important category of salaries and bonuses. The perception indicates that employees (30%) feel unappreciated should be of concern because, in reality, this may be one of the easier perceptions to improve. Administrators at School One may want to address the four 'Trust' perception issues of employees. Finally, School One administrators may wish to address employee negative perceptions (47%) toward the physical space available to adequately conduct activities. School One respondents had a combined “low positive” or “slightly low positive” perception percentage (>25%) of the following organizational climate factor statements:
80 56% - B2 (Morale) “Employees have sufficient time for personal family and recreational activities.” 43% - B3 (Morale) “Employees enjoy getting together with each other for social occasions.” 26% - B4 (Morale) “Employee salaries and bonuses ensure a comfortable standard of living.” 30% - B5 (Morale) “Employees feel that the effort they put into their work is appreciated by colleagues.” 30% - D2 (Trust) “Employees can openly share their concerns and ideas with each other.” 26% - D3 (Trust) “Employees trust that administrators will carefully represent their needs before the board.” 34% - D4 (Trust) “Administrators trust employees to support their efforts in leadership.” 26% - D5 (Trust) “Employees can count on administrators to be sympathetic and fair with them.” 47% - H4 (Resources) “School facilities provide the physical arrangements needed to adequately conduct school programs.”
81 On the positive side, stakeholders and administrators at School One may be interested to know that ‘Respect’ (3.39), ‘Communication’ (3.38), and ‘Caring’ (3.36) were perceived to be the highest climate factors by employees in School One. 5.3.2 School One Comparison between Satistical Analysis Findings and Open-Ended Analysis Findings Two of the organizational climate factors perceived to be lowest statistically for School One employees corresponds with the two weakest comments in the School One employees’ opened-ended statements, namely ‘Morale’ and ‘Resources’. Two of the organizational climate factors perceived to be strongest statistically for School One employees corresponds with two of the strongest comments in the School One employees’ opened-ended statements, namely ‘Respect’ and ‘Caring’. 5.4 School Two Data Analysis Discussion The combined School Two perceptions of “What the current situation at your school is like” is a slightly-positive perception. These findings reveal a current degree of perceptual positivity toward organizational climate factors that stakeholders and School Two administrators may find satifactory, because a 'slight-positive' perception corresponds to "frequently' on the Likert scale of positive statements, which shows relatively good positivity toward the organizational climate factors. The combined School Two perceptions of “What the situation at your should be” is a high-positive perception. While one might say that it is human nature to always want to do better and, therefore, to seldom be satisfied with the current situation; nevertheless, it is a
82 good indicator that employees in School Two desire higher perceptual standards of organizational climate factors. 5.4.1 School Two Lowest and Highest Perceptions of Climate Factors ‘Morale’ (2.75), ‘Trust’ (2.77), and ‘Growth’ (2.77) were perceived to be the lowest climate factors by employees in School Two. In light of the findings (see below), it may be of concern or interest to School Two stakeholders and administrators that employees perceive their time for personal matters as very low (33%). This perception may have something to do with workloads and or scheduling. Employees appear to have a low perception (43%) of opportunities for social interactions. Administrators may wish to enhance perceptions of coleagiality and school spirit through well-planned employee social activities. Of particular interest or concern for stakeholders and administrators is the relatively low perception (58%) of the sensitive, but important category of salaries and bonuses. The perception of employee (41%) that they feel unappreciated should be of concern because, in reality, this may be one of the easier perceptions to improve. Administrators at School Two may want to address the five 'Trust' perception issues of employees. Finally, School Two administrators may wish to address employee negative perceptions in each of the five Growth categories which have to do with professionalism, performance, and on-the-job training activities. School Two respondents had a combined “low-positive” or “slightly-low positive” perception percentage (>25%) of the following organizational climate factor statements: 33% - B2 (Morale) “Employees have sufficient time for personal family and recreational activities.”
83 43% - B3 (Morale) “Employees enjoy getting together with each other for social occasions.” 58% - B4 (Morale) “Employee salaries and bonuses ensure a comfortable standard of living.” 41% - B5 (Morale) “Employees feel that the effort they put into their work is appreciated by colleagues.” 29% - D1 (Trust) “Students trust employees enough to confidentially share personal concerns with them.” 35% - D2 (Trust) “Employees can openly share their concerns and ideas with each other.” 47% - D3 (Trust) “Employees trust that administrators will carefully represent their needs before the board.” 30% - D4 (Trust) “Administrators trust employees to support their efforts in leadership.” 37% - D5 (Trust) “Employees can count on administrators to be sympathetic and fair with them.” 37% - C1 (Growth) “Our administration encourages new and innovative techniques for teaching/working.”
84 27% - C2 (Growth) “Employees continuously look for better ways of teaching/working.” 37% - C3 (Growth) “Employee evaluation is used by administrators as constructive input to help improve employee performance.” 38% - C4 (Growth) “Our administrators are growing professionally by learning and seeking new ideas.” 41% - C5 (Growth) “In-service workshop programs are regularly made available to encourage employee professional growth.” On the positive side, stakeholders and administrators at School Two may be interested to know that ‘Respect’ (3.16), ‘Communication’ (3.18), and ‘Resources’ (3.16) were perceived to be the highest climate factors by employees in School Two. 5.4.2 School Two Comparison between Satistical Analysis Findings and Open-Ended Analysis Findings Three of the organizational climate factors perceived to be lowest statistically for School Two employees corresponds with the three of the weakest comments in the School Two employees’ opened-ended statements, namely ‘Growth’, ‘Morale’, and ‘Trust’. As mentioned in the Open-ended analysis, ‘Communication’ indicates potential contrasting or ambivalent perceptions of this climate factor which may be of interest or concern to administrators. Two of the organizational climate factors perceived to be strongest statistically for School Two employees corresponds with two of the strongest comments in School Two employees’ opened-ended statements, namely
85 ‘Communication’, and Respect’’. As mentioned in the Open-ended analysis, ‘Communication’ indicates potential contrasting or ambivalent perceptions of this climate factor which may be of interest or concern to administrators. ‘Resources’ featured as one of the weakest factors in the open-ended comments; however, it also features as a strong factor in the statistical analysis. There appears to be a ambivilant perceptions that may be of concern or interest to administrators. 5.5 School Three Data Analysis Discussion The combined School Three perceptions of “What the current situation at your school is like” is a slightly-positive perception. These findings reveal a current degree of perceptual positivity toward organizational climate factors that stakeholders and School Three administrators may find satifactory, because a 'slight-positive' perception corresponds to "frequently' on the Likert scale of positive statements, which shows relatively good positivity toward the organizational climate factors. The combined School Three perceptions of “What the situation at your should be” is a high-positive perception. While one might say that it is human nature to always want to do better and, therefore, to seldom be satisfied with the current situation; nevertheless, it is a good indicator that employees in School Three desire higher perceptual standards of organizational climate factors. 5.5.1 School Three Lowest and Highest Perceptions of Climate Factors ‘Resources’ (3.20), ‘Trust’ (3.12), and ‘Growth’ (3.35) were perceived to be the lowest climate factors by employees in School Three. School Three respondents had a combined “low-positive” or “slightly-low positive” perception percentage (>25%) of
86 the following organizational climate factor statements: Note: No combined organizational climate factor perceptions in School Three reached the >25% threshold. This finding may be of interest to stakeholders and administrators because School Three also revealed a higher degree of ‘what is' perceptual positivity than all the other schools. Understanding this finding may have something to do with the nature of the school being a boarding school where employees live and socialize on campus and may, therefore, lead to stronger perceptions of personal commitment or a vested interest in the school. Stakeholders and administrators at School Three may be interested to know that Cohesiveness’ (3.62), ‘Spirituality’ (3.53), and ‘Communication’ (3.54) were perceived to be the highest climate factors by employees in School Three. 5.5.2 School Three Comparison between Satistical Analysis Findings and Open-Ended Analysis Findings One of the organizational climate factors perceived to be lowest statistically for School Three employees corresponds with one of the weakest comments in the School Three employees’ opened-ended statements, namely ‘Resources’. As mentioned in the open-ended analysis, ‘Resources’ indicates potentially contrasting or ambivalent perceptions of this climate factor which may be of interest or concern to administrators. Two of the organizational climate factors perceived to be strongest statistically for School Three employees corresponds with two of the strongest comments in the School Three employees’ opened-ended statements, namely ‘Cohesiveness’ and ‘Spirituality’. As mentioned in the open-ended analysis, ‘Resources’ indicates potentially contrasting
87 or ambivalent perceptions of this climate factor which may be of interest or concern to administrators. 5.6 School Four Data Analysis Discussion The combined School Four perceptions of “What the current situation at your school is like” is a slightly-positive perception. These findings reveal a current degree of perceptual positivity toward organizational climate factors that stakeholders and School Four administrators may find satifactory, because a 'slight-positive' perception corresponds to "frequently' on the Likert scale of positive statements, which shows relatively good positivity toward the organizational climate factors. The combined School Four perceptions of “What the situation at your should be” is a high-positive perception. While one might say that it is human nature to always want to do better and, therefore, to seldom be satisfied with the current situation; nevertheless, it is a good indicator that employees in School Four desire higher perceptual standards of organizational climate factors. 5.6.1 School Four Lowest and Highest Perceptions of Climate Factors ‘Resources’ (2.77), ‘Trust’ (2.67), and ‘Morale’ (2.87) were perceived to be the lowest climate factors by employees in School Four. In light of the findings (see below), it may be of concern or interest to School Four stakeholders and administrators that employees perceive their time for personal matters as very low (27%). This perception may have something to do with workloads and or scheduling. Employees appear to have a low perception (30%) of opportunities for social interactions. Administrators may wish to enhance perceptions of coleagiality and school spirit through well-planned
88 employee social activities. Of particular interest or concern for stakeholders and administrators is the relatively low perception (54%) of the sensitive, but important category of salaries and bonuses. The perception of employee (30%) that they feel unappreciated should be of concern because, in reality, this may be one of the easier perceptions to improve. Administrators at School Four may want to address the five 'Trust' perception issues of employees. Finally, School One administrators may wish to address employee negative perceptions in three of the five Resources categories which have to do with materials, media and supplies (40%) resources for research (50%) and facilities cleanliness and maintenance. School Four respondents had a combined “lowpositive” or “slightly-low positive” perception percentage (>25%) of the following organizational climate factor statements: 40% - H1 (Resources) “Suitable teaching/working materials, media, supplies, etc., are readily available to employees when needed.” 50% - H2 (Resources) “Adequate resources are available for employees to conduct research.” 40% - H3 (Resources) “Buildings and the premises are kept clean and in good repair.” 44% - D1 (Trust) “Students trust employees enough to confidentially share personal concerns with them.” 40% - D2 (Trust) “Employees can openly share their concerns and ideas with each other.”
89 33% - D3 (Trust) “Employees trust that administrators will carefully represent their needs before the board.” 37% - D4 (Trust) “Administrators trust employees to support their efforts in leadership.” 33% - D5 (Trust) “Employees can count on administrators to be sympathetic and fair with them.” 27% - B2 – (Morale) “Employees have sufficient time for personal family and recreational activities.” 30% - B3 (Morale) “Employees enjoy getting together with each other for social occasions.” 54% - B4 (Morale) “Employee salaries and bonuses ensure a comfortable standard of living.” 30% - B5 (Morale) “Employees feel that the effort they put into their work is appreciated by colleagues.” On the positive side, stakeholders and administrators at School Four may be interested to know that ‘Cohesiveness’ (3.09), ‘Respect’ (3.16), and ‘Problems’ (3.09) were perceived to be the highest climate factors by employees in School Four.
90 5.6.2 School Four Comparison between Satistical Analysis Findings and Open-Ended Analysis Findings One of the organizational climate factors that was perceived to be lowest statistically for School Four employees corresponds with one of the weakest comments in the School Four employees’ opened-ended statements, namely ‘Resources’. One of the organizational climate factors that was perceived to be strongest statistically for School Four employees corresponds with one of the strongest comments in the School Four employees’ opened-ended statements, namely ‘Cohesiveness’. As mentioned in the open-ended analysis, ‘Cohesiveness’ indicates potentially contrasting or ambivalent perceptions of this climate factor which may be of interest or concern to administrators. 5.7 Summary and Discussion of Open-ended Comment Findings: Open-ended comments regarding employee perceptions of the strongest and weakest aspects of their school climate reveal the following: 1. The school climate factor “Spirituality” was perceived by schools 1, 2, 4 as the strongest aspect of their school climate. In school number 3, “Spirituality” ranked as the fourth the strongest aspect which may be of interest or concern to administrators. Furthermore, “Spirituality” did not feature in any of the school’s perceptions of their weakest aspects. 2. The school climate factor “Caring” was perceived to be one of the strongest aspects by all schools; furthermore, “Caring” did not feature in any of the school’s perceptions of their weakest aspects.