Private schools are by definition separate corporate entities, not supported by the government, but primarily by private funds. While private schools are independently owned and operated, their similarities end there. Their extensive organizational diversity creates problems for researchers and results in few studies with practical significance for the private school leader. Likewise, studies utilizing instruments and lenses common to public school research has limited private school data.
The purpose of this research was to describe the organizational climate of Texas private schools. Based on 3,000 faculty respondents from 75 organizations, representing an estimated 120,000 K-12 students, this research will begin to fill a void in the organizational climate literature as it relates to private schools. Furthermore, this study will equip private school leaders with practical information to assess and improve their organizations’ climate. The findings reflect healthy and open environments across three dimensions of the Organizational Climate Index (OCI) for all participating schools representing all three major private school typologies.
|Advisor:||Thompson, David P.|
|Commitee:||Brewer, Curtis A., Okilwa, Nathern S A, Smith, Page A.|
|School:||The University of Texas at San Antonio|
|Department:||Educational Leadership and Policy Studies|
|School Location:||United States -- Texas|
|Source:||DAI-A 79/09(E), Dissertation Abstracts International|
|Keywords:||Organizational climate, Private schools, School climate, Texas private schools|
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