Research of Organization Climate
The account of research on organizational climate is presented into parts, one consisting of studies that have highlighted the importance of the climate as an independent variable influencing the organizational behaviour, or its efficiency, and the other consisting of studies that have shown how the climates of institutions differ from institution to institution.
Climate: An Important Variable
According to Nursery Teacher Training, the social Climate of the organization is the product of all the relationships that affect it. This climate results from the conscious and unconscious effort of all who are involved. Industry has been re concerned than education with creating the kind of social climate. That would be conducive to good morale and organizational efficiency. Much of the available research has been done in industrial setting or in small experimental groups. All of this seems to point out to the fact that everyone needs more than just a job to do be it work or play or task for a voluntary group or school work. The importance of personal and interpersonal relationships as one of the aspects of the climate affecting the job-performance has been demonstrated in a classical study by Breiner. Herbert Wright and his associates and Perkins have highlighted the significance of social interaction in the class, another aspect of the classroom climate. A number of researches have brought out the importance of the climate as one of the factors affecting students learning.
These researches have been confined to classroom climate. It is widely claimed, these days, that a good socio-emotional climate of the classroom is a potent facilitator of school learning. The linkage between classroom climate and pupil learning is perhaps so intimate that an understanding of the phenomenon known as classroom climate would seem important if the process of learning is to be understood adequately. In several studies classroom climate is found as a very good predictor of pupil scholastic attainments. According to Teacher Training Courses, Classroom climate, as evidenced in teacher-behaviour is found sufficiently related to pupil’s academic achievement. Research findings supply useful information regarding early attempts made in this direction. In these studies, researchers have used teacher behaviours as the characteristics of classroom climate. For measuring these teacher behaviours they have used both the direct and indirect methods. In other countries, particularly in the U.S.A., a good number of such studies have been made; but in India, very little work has been done in this direction.
Some good work on teacher interaction patterns has been done at the Centre for Advanced Studies, M.S. University of Baroda. The centre has used indirect method for this purpose. But, virtually no re-search work based on direct methods of studying classroom climate as a facilitator of learning is available in India. Researchers conducted in these countries reveal how the socio-emotional climate of the classroom and pupil academic achievement is related together. In these studies the researchers have treated different aspects and dimensions of the climate of the classroom. The number of dimensions in these studies differs from two to fifteen. Similarly, some studies have used direct method of studying the classroom climate while others have used indirect method for the purpose. The problems have been studied from different angles, and investigations have been carried out at different levels of education.