The interrelationship of organizational climate, teacher self-efficacy, and perceived teacher autonomy
Abstract
The purpose of this study was to examine the interaction of teacher efficacy and organizational culture on the perceived autonomy of the teacher. In addition, this study examined the interaction of the variables to determine the interrelationship of each of the variables. The theoretical basis of this study was the work of Kurt Lewin. This Force Field Theory stated that behavior was a function of the environment and the person. Therefore, autonomy, as behavior, is a function of the organizational culture and the efficacy of the individual. The sample for this study included 119 teachers representing five secondary schools (two small suburban, two large suburban, and one urban). Survey methodology was utilized with the respondents completing separate instruments designed to measure organizational culture, efficacy, and perceived teacher autonomy. The data were analyzed using Pearson correlational, one way ANOVAs, Duncan's multiple range test and stepwise multiple regression. The findings appeared to indicate support for organizational culture and efficacy as predictors of perceived teacher autonomy. Of the two variables, the best predictor of perceived autonomy appeared to be organizational culture. Therefore, organizational culture may be more critical to developing perceived autonomy than efficacy. Controlling this variable may be the most effective way of manipulating the perception of autonomy among teachers and, therefore, affecting the overall effectiveness of an organization.
Subject Area
School administration
Recommended Citation
Cancro, George Primus, "The interrelationship of organizational climate, teacher self-efficacy, and perceived teacher autonomy" (1992). ETD Collection for Fordham University. AAI9304510.
https://research.library.fordham.edu/dissertations/AAI9304510
