Organizational climate and teacher performance in schools under the Bangkok Metropolitan Administration

Abstract

The objectives of this research were to 1) examine the organizational climate as perceived by teachers in schools under the jurisdiction of the Bangkok Metropolitan Administration (BMA), 2) investigate teachers’ work performance based on their perspectives in BMA-affiliated schools and 3) analyze the relationship between the organizational climate and teachers’ work performance in BMA-affiliated schools.The sample group consisted of 410 teachers from BMA-affiliated schools. The research instrument employed questionnaire. Data were analyzed by using descriptive and inferential statistics, including percentage, mean, standard deviation, and Pearson’s Product Moment Correlation Coefficient (r). The key findings of the study were as follows: The overall organizational climate related to the behaviors of school administrators and teachers, was perceived at a relatively high level. Among the dimensions assessed, administrative support behavior was reported at the highest level. The organizational climate of BMA-affiliated schools was predominantly characterized as an open climate, encompassing supportive leadership, collegiality among teachers, and strong interpersonal relationships, indicating a moderate level. Conversely, aspects of the open climate associated with directive leadership, administrative restrictiveness, and low teacher commitment yielded, also reflecting a moderate level. Regarding teachers’ work performance, the overall assessment indicated a very high level of performance. Furthermore, the analysis revealed a statistically significant at .01 level, moderate positive correlation between the organizational climate and teachers’ work performance.