Characteristics of a democratic Organizational Climate

Norris Haynes “Organizational Climate is the sum total of a dynamic interaction among the psycho social, academic and physical dimensions of the school environment.”

1) Principle of Democratic Leadership – if the principal harness the power and talent of teachers and students to the maximum the community also takes an interest in the institution.

2) Principal of sharing responsibility: A democratic administrator does not use all powers but shares control and responsibility.

3) Principal of Equality: A democratic administrator personnel as socially equal to himself make them feel responsible and share in administration, no discrimination in their application, no special privilege. As in democracy there are no subordinates.

4) Principle of Freedom of Expression: Unnecessary restraint imposed curbs all initiative and enthusiasm of the subordinates. Power of critical thinking proper thinking in an atmosphere of freedom.

According to Montessori Course principal should give freedom to the teachers to ask questions, to criticise, to reason and to differ in viewpoints with them. Freedom in classroom procedures. To try all the modern methods of instruction. Freedom to exercise their powers.

5) Principal of Justice: will not show undue favours to some. Treated on the same footing.

6) Principle of Recognition of the individual Worth – will respect the individuality of his co-workers not injure their self respect?

7) Cohesion – healthy inter personal relationship among all the staff people in the institution, i.e. HM/principal and staff (teaching and non-teaching), staff and students, staff and parents and among the staff, students and parents.

8) Excellence and Quality

  1. a) Insisting on quality work. Setting standard and working towards them.
  2. b) Preparing students for life and not for appearing for exams only.
  3. c) Student centred education.
  4. d) Professionalism and commitment
  5. e) Continuous evaluation
  6. f) Resource adequacy

9) Participation and involvement

  1. a) Participation of students, teachers, parents in decision making.
  2. b) Participation of students in classroom and other activities
  3. c) Parents through PTA
  4. d) Community support.

10) Motivation

  1. a) Motivation and responsibility of students to learn
  2. b) Staff and principal motivation

11) Recognition of individual work.

Early Childhood Care & Education identified nine theoretical dimension of organizational climate (oc)

  1. Structure – The feeling that employee have about the degree of ‘structure’ in their organisation, like how many rules & procedure are there, is there red – tapism, whether jobs are clearly defines and logically structured, etc.
  2. Responsibility – The perception about degree of autonomy at work reliance on individual’s judgement, problem-solving ability, accepting responsibility for mistakes, etc
  3. Rewards – Perceived fairness of the reward and promotions systems, stress on positive rewards than punishments, etc
  4. Risks – Emphasis on ting calculated risks, willingness to take a chance on a good idea, etc
  5. Warmth – A friendly atmosphere among the people, a relaxed easy going working climate, warm management – workers relationship.
  6. Support – Perceived support from authorities, colleagues, etc
  7. Standards – perceived high standards for performance in the organization, pressure to improve performance.
  8. Conflict – A climate in which conflict is brought up not ignored, openness, regarding speaking out different options.
  9. Identity – People feel proud of belonging to the organization and there is personal loyalty to the organization.