Options
The relationship between teacher morale and school climate
Loading...
Type
Thesis
Author
Wong, Ruth
Supervisor
Chew, Phyllis Ghim Lian
Abstract
This study investigates the relationship between teacher morale and school climate affect teacher morale most. In addition, the relationship between teacher morale and teacher characteristics are explored.
The sample consisted of 305 teachers from six government secondary schools in Singapore. The minimum student population of each of these schools was 1500. The principal of these six schools had served in that position for a minimum of two years.
Two questionnaires were administered. The Staff Morale Questionnaire (SMQ) has three subscales - Leadership Synergy, Cohesive Pride and Personal Challenge. The School-level Environment Questionnaire (SLEQ) measures the school climate with its eight subscales - Affiliation, Student Supportiveness, Professional Interest, Achievement Orientation, Formalization, Centralization, Innovativeness and Resource Adequacy.
The study was guided by 8 hypotheses. Hypotheses 1 and 2 aimed to check for significant predictions of climate and teacher characteristics on morale. Hypotheses 3 and 4 tested for significant differences in morale and perception of school climate between male and female teachers, and between graduate and non-graduate teachers. Hypotheses 5 to 8 explored the possibility of significant differences in morale and perception of school climate among groups categorized according to age, school experience, teaching experience and internal designations.
Climate subscales were found to be significant predictors of teacher morale, with Professional Interest explaining the greatest variance. There was a statistically significant difference between male and female teachers, with male teachers manifesting a higher morale and a more positive perception of school climate than female teachers. The results also revealed that non-graduate teachers had a higher morale and a more positive perception of school climate than their graduate counterparts. Generally, it was found that the older teachers and those holding positions of authority expressed higher morale and greater satisfaction with the school climate.
The sample consisted of 305 teachers from six government secondary schools in Singapore. The minimum student population of each of these schools was 1500. The principal of these six schools had served in that position for a minimum of two years.
Two questionnaires were administered. The Staff Morale Questionnaire (SMQ) has three subscales - Leadership Synergy, Cohesive Pride and Personal Challenge. The School-level Environment Questionnaire (SLEQ) measures the school climate with its eight subscales - Affiliation, Student Supportiveness, Professional Interest, Achievement Orientation, Formalization, Centralization, Innovativeness and Resource Adequacy.
The study was guided by 8 hypotheses. Hypotheses 1 and 2 aimed to check for significant predictions of climate and teacher characteristics on morale. Hypotheses 3 and 4 tested for significant differences in morale and perception of school climate between male and female teachers, and between graduate and non-graduate teachers. Hypotheses 5 to 8 explored the possibility of significant differences in morale and perception of school climate among groups categorized according to age, school experience, teaching experience and internal designations.
Climate subscales were found to be significant predictors of teacher morale, with Professional Interest explaining the greatest variance. There was a statistically significant difference between male and female teachers, with male teachers manifesting a higher morale and a more positive perception of school climate than female teachers. The results also revealed that non-graduate teachers had a higher morale and a more positive perception of school climate than their graduate counterparts. Generally, it was found that the older teachers and those holding positions of authority expressed higher morale and greater satisfaction with the school climate.
Date Issued
1986
Call Number
LB1033 Won
Date Submitted
1986