Unveiling Organizational Climate: A Comparative Study of General and Special Secondary School

Abstract

Aim of the Study: A well-organized school system is essential for fostering a supportive and productive environment for teachers. This enables them to thrive professionally maintain job satisfaction and contribute effectively to student success and overall institutional growth.

Methodology: This cross-sectional quantitative survey was designed to evaluate the organizational climate of general and special secondary schools.  A sample of 340 teachers from general secondary schools and 106 teachers from special secondary schools were selected by using systematic sampling. A questionnaire (reliability .823) was constructed having 25 closed-ended items and the responses were taken on a 5-point Likert scale.

Findings: The findings reveal that there were no significant differences in the perceptions of organizational climate across groups for any of the measured dimensions, including; teacher-principal relationship, teachers’ collaboration and support, teachers’ morale and school climate, principal’s leadership style, and students’ influence on school activities, as the significance value is greater than .05. This lack of significant differences in the organizational climate suggests that general and special secondary schools operate under similar conditions, with shared policies, leadership practices, and challenges.

Conclusion: This finding highlights the potential for universal strategies to enhance the organizational climate across general and special types of schools, fostering environments that support teacher collaboration, inclusivity, and student success. Future research could delve deeper into other detailed factors or challenges that could not be covered in the current study. It is recommended that management, stakeholders, and policymakers should design targeted interventions to improve organizational climate that address universal factors, rather than being tailored to specific school types.