Asian Journal of Management Sciences & Education Vol. 11(1) January-April 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________THE RELATIONSHIP BETWEEN TEACHERS’ PERCEPTIONTOWARDSSCHOOL CLIMATE AND THEIR JOB SATISFACTION
Ailan Yuan1, Anchalee Chayanuvat2
Suryadhep Teachers College, Rangsit University,
Pathumthani, THAILAND.
1ailanyuan666@gmail.com, 2anchalee.c@rsu.ac.th

ABSTRACTThe study investigated the relationship between teachers’ perception
towards school climate and their job satisfaction at a secondary school
in Bangkok. The study first assessed the teachers’ perception towards
school climate, examined the teachers’ job scarification and lastly tested
the relationship between these two main variables. A total of 143 fulltime teachers volunteered to participate in this study The main research
instrument was a 43-item questionnaire adopted based on the Open andClosed School Climate and the Healthy School Climate Theory and job
satisfaction factors of the respondents: teaching job, income, working
conditions, self-esteem, intrinsic rewards, interpersonal relationships,
policies and management. Means and standard deviations were used toreport the teachers’ perception towards school climate and their job
scarification; Pearson Product Moment Correlation Coefficient analysis
was applied to test the relationship between these two variables. The
results showed that the teachers in the target school had a positive
attitude towards school climate (X= 4.13/ S.D = 0.77). The Pearson
Correlation test indicated that there was a significant relationshipbetween teachers’ perception towards the school climate and their job
satisfaction with a correlation significance 0.01 level. The study findings
confirmed that major crucial issues in education that need the school’s
closest attention are the school as a learning organization to provide theconditions necessary for a healthy working climate and teacher
professional development and the retention of qualified teachers basedon their job satisfaction to produce quality education.
Keywords: Teachers, School Climate, Job Satisfaction

INTRODUCTION
Currently, European and American countries and the Asia-Pacific region continue to promote
different school development plans based on their local school development experience,hoping to improve the quality of school education and improve students’ learningachievements (Shin & Harman, 2009; Salajan, 2019; Winterton, 2019). Similarly, Thailand
implemented educational reforms, and focused on cultivating students’ innovative spirit andpractical ability (Haruthaithanasan, 2018; Pherali, 2021). In trying to cope with the rapidlychanging world, each school consider the actual situation of the school itself and formulateschool goals according to the national strategic requirements (Schiepe-Tiska, 2019). This isbecause of a common belief that schools are expected to have good teachers that help togroom students who will grow up to be desirable citizens of a country with values(Balakrishnan, 2015; Agarwal, 2017).
Copyright © 2022

27 | P a g e

Leena and Luna International, Chikusei, Japan.

ISSN: 2186-845X ISSN: 2186-8441 Print(株) リナアンドルナインターナショナル, 筑西市,日本

www.ajmse. leena-luna.co.jp

Asian Journal of Management Sciences & Education Vol. 11(1) January-April 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

School is the main place where students study and teachers work. The school climate isundoubtedly endowed with great significance. A supportive and healthy school climate is
positively correlated with teachers’ work enthusiasm and satisfaction, which has an impact onteaching activities and the strategies used by students (Alinsunurin, 2020). Teachers are themost important part of achieving school goals because achieving them depends on teachers’
willingness to do their best to achieve school goals (Yi et al., 2020). Thus, teachers play animportant role in shaping and improving children’s intelligence during the growing period ofstudents at schools. The values and knowledge instilled in students by teachers determine thefuture of their children and the country because they are tomorrow’s citizens (Zhukova, 2018).
Teachers and students practice the course together, and it goes without saying that the qualityof teaching has a direct impact on students’ performance (Law et al., 2019).
Munir and Iqbal (2018) pointed out that a good school climate is helpful to improve teacher
satisfaction, and teachers’ job satisfaction has a considerable impact on teachers’ teaching
input. On the contrary, a negative school climate tends to make teachers tired, unmotivated,
and afraid to make mistakes, afraid to try new teaching methods (Saeki et al., 2018).
Therefore, it can be inferred that building a good school climate could help to improveteachers’ job satisfaction, thus improving students’ academic performance and keeping theschool’s reputation moving in a positive direction (Crisci et al., 2019).
With the increasing demand for accountability in the education sector, school leaders andteachers as having the key roles in education cannot be excluded. Teachers need to spend a
lot of time and energy to complete the work outside the inspection teaching, leading to agreater impact on the teacher’s job satisfaction, and the administrators’ consideration for theteachers, and the establishment of a transparent and systematic management system (Chirkina& Khavenson, 2018). The soundness of the school system is a key factor in creating a goodschool atmosphere. At the same time, the school system should be conducive to mutual
cooperation and mutual respect between teachers, which is an effective measure to improveteacher satisfaction. Schiepe-Tiska (2019) indicated that school climate and teacher
performance are important prerequisites for student performance.
Grazier and Molinari (2021) pointed that school climate is a good predictor of teachers’ job
performance. The familiar climate leads to the greatest contribution to the teacher’s work
performance, followed by the open and controllable climate and autonomy, while thecontribution of the closed climate is not significant. Therefore, a good school climate could
help improve teachers’ job satisfaction, and students’ academic performance. It keeps theschool’s reputation moving in a positive direction (Crisci et al., 2019). The school climate isseen as contributing to the role of the school as learning organization and the key players are
the teachers and the principals who are expected to transform their schools into better
learning organizations (Hamsah et al., 2011).
Job satisfaction is not only a significant factor in making employees happily doing their work
but also a drive for effective carrying out of the work in the employees’ responsibilities. In aschool, teachers should love their jobs although they have to undergo problems and obstacles
at work. Teaching is not easy but it is fruitful. Thus, school management will try as best as
they can to design the environment that induce job satisfaction. According to Herzberg(1965), job satisfaction is brought about by Hygiene factors, Hygiene factors are not part ofwork, but it always revolves around work, which is considered an external factor in work. For
example, working conditions, wages, and relationships between colleagues. Motivational
factors are those related to personal relationships, for example, a sense of accomplishment,
and others’ recognition of the work being done well. And Roszi et al. (2021) pointed out that
ISSN: 2186-845X ISSN: 2186-8441 Print

Leena and Luna International, Chikusei, Japan.

www.ajmse. leena-luna.co.jp(株) リナアンドルナインターナショナル, 筑西市,日本

Copyright © 2022

P a g e | 28

Asian Journal of Management Sciences & Education Vol. 11(1) January-April 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

the basic needs and motivations put forward by Herzberg can inspire human beings to workwholeheartedly and strive to achieve the best performance.
This study was an attempt to first investigate the teachers’ perception towards the school
climate and their job satisfaction, and second, examine the relationship between them. There
have been cases of teachers who are not fully devoted to their teaching because they are notsatisfied with the school climate and also cases of more than one type of school climate
existing in one school, making the jobs difficult to carry out. Shouppe and Pate (2010)
conducted a study in select Georgia schools and found that schools with open climates inwhich principals and teachers exhibit open type behaves of collegiality, collaboration andcommitment may be better equipped with successful implementation of the New Georgia
Performance Standards requiring that the schools provide clear expectations for instruction,assessment and student work (Darling-Hammond, 2004; Snider, 2021). The findings fromthis study was expected to provide a clear picture about what the teachers in a school in
Bangkok, Thailand thought about the school climate they were working in and whether they
were satisfied with their job and the relationship between the two aspects. In addition, thefindings would help all the stakeholders of the school to carefully think about how theirschool could achieve continuous improvement and excellence in terms of teacher and student
learning.
RESEARCH OBJECTIVES
There were three objectives in this research:
1.
2.

To identify the teachers’ perception towards school climate and the teachers’ perception
towards their job satisfaction.
To identify the significant relationship between teachers’ perception towards school
climate and their satisfaction.

LITERATURE REVIEW AND THEORETICAL FRAMEWORKS
This study was mainly based on three theories, the Open and Closed School Climate Theory(Halpin & Croft, 1963) and the Healthy School Climate Theory (Miles, 1965) were used tosupport the researcher’s idea of school climate, besides, Motivation-Hygiene Theory of
Herzberg(1959). These theories were adopted to support the opinion of teachers’ level of job
satisfaction part in this study.
1. Halpin and Croft’s open and closed school climate
School is one of the complex organizations. School climate refers to a lasting temperament
formed by the interaction between school administrators and teachers’ behavior in theschool’s internal environment. This trait is perceived by school members and affects the
behavior of the entire school’s teachers and students. It not only affects teachers’ emotions,values, and work attitudes, but also further affects their behavior. Organizational theorists
have long reported paying attention to the climate. The climate is the total environmental
quality within an organization (Lunenburg & Ornstein, 2008, p. 73). The organizational
climate is based on the work of Halpin and Croft’s (1963) concept of open and closed
climates. The school climate research of Halpin and Croft (1963) found that the intimacy
quality was characteristic of both “open” and “closed” school climates. Open climate
provides satisfaction for group members’ social needs (Bentil, 2021). According to Halpin
and Croft, “authenticity” is the main characteristic of an open climate. The group members
work energetical1y towards organization goals with an open climate (Chirkina & Khavenson,2018).
Copyright © 2022

29 | P a g e

Leena and Luna International, Chikusei, Japan.

ISSN: 2186-845X ISSN: 2186-8441 Print(株) リナアンドルナインターナショナル, 筑西市,日本

www.ajmse. leena-luna.co.jp

Asian Journal of Management Sciences & Education Vol. 11(1) January-April 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

In contrast, the organization will not improve if the climate of the relationship is affected. Ahigh level of apathy on the part of all members of the organization is one characteristic of aclosed climate. ‘Members’ behavior can be construed as inauthentic; indeed, the organization
will become stagnant (Halpin, 1966, p. 131).
This theory was adopted in the study to collect the information about what the school climate
was like in the target school.
2. Concepts of Healthy School Climate
The concept of a healthy school climate was proposed by Miles (1965). A healthy school
climate means that the school system is sound. The principal can obtain resources through acertain degree of influence, so that employees can work in a relaxed and happy environment,
team members trust each other, have common goals, and leaders are good at using
motivational methods to obtain the support of the principal. A guidance to obtaincorresponding social benefits. Therefore, teachers do not need to be pressured by the outside
world and can focus on their own teaching work. In the process, the morale of teachers,
parents, and students increased (Grazia & Molinari, 2021).
On the contrary, the unhealthy school atmosphere means that the principal lacks the influenceof external resources, so that teachers are subject to external pressure and have to deal withmany things that are not related to teaching. As a result, teachers do not have enough time toteach, which reduces the quality of teaching and affects student performance (Okeke-James etal., 2020).
A healthy school climate not only refers to a good working environment, but more
importantly, the psychological fit between teachers, that is, team members fully trust andcooperate with each other. This is the key to creating a good working atmosphere. Sharedvalues are the basis for forming a healthy school atmosphere. If there is no good working
atmosphere, there will be insufficient trust and communication between team members, andthey will not be able to open their hearts to exchange and learn from experience. There will
be scruples and reservations, which is not conducive to the formation of shared values(Carlson, 2021). Ozgenel (2009) conducted a study to determine whether the school climate
affects school effectiveness. The findings of the study revealed that school climate predicts
school effectiveness.
In this study, the characteristics of work atmosphere at the target school were identified toconclude whether or not the work atmosphere at the target school was healthy and whether
the teachers at this school were satisfied with their job.
3. Organizational Climate Index (OCI)The Organizational Climate Index (OCI) The Organizational Climate Description
Questionnaire (OCDQ) created by Hoy, Smith, and Sweetland (2002) based on Halpin and
Croft (1963) and the Organizational Health Checklist (OHI) created by Hoy (1991) wereadopted to survey the teachers’ perceptions of school climate with the following four parts.
Institutional vulnerability refers to whether the school is vulnerable to external pressure, suchas teachers feel pressure from the community and parents exert pressure to maintain highstandards. If principals and teachers are often unable to focus on their work due to external
influences, it indicates that the school has a high degree of institutional vulnerability.
Collegian leadership refers to the principals who are discussing all aspects of the school andacknowledging the existence of other opinions to formulate clear performance standards and

ISSN: 2186-845X ISSN: 2186-8441 Print

Leena and Luna International, Chikusei, Japan.

www.ajmse. leena-luna.co.jp(株) リナアンドルナインターナショナル, 筑西市,日本

Copyright © 2022

P a g e | 30

Asian Journal of Management Sciences & Education Vol. 11(1) January-April 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

expectations for teachers. The principal can communicate with teachers in an equal, open andfriendly way.
Achievement press refers to the orderly learning environment, the high requirements andachievable requirements of the school, the students recognize the academic performancestandards set by the school and are willing to work hard, and the academic results obtained
are recognized by the teacher and respected by the classmates.
Professional teacher behavior refers to the ability of teachers to make independent judgments,
respect the abilities of colleagues, cooperate with each other, support each other, learn fromeach other, achieve the school’s goals, and implement the commitments to students.
4. Motivation-Hygiene Theory of Herzberg (1959)
The two factor theory, also known as Herzberg’s motivation-hygiene theory, was proposed in
1959 by the American psychologist Herzberg. There are two types of relevant factors inenterprises, namely, satisfactory factors and unsatisfactory factors. Satisfaction factors referto factors that can make people satisfied and motivated (Herzberg et al., 1959).
Dissatisfaction factors refer to factors that are prone to produce opinions and negative
behaviors, namely hygiene factors. These two factors are the main factors affecting employee
performance. The content of hygiene factors includes company policy and management,
supervision, wages, colleague relations and working conditions. These factors are termed
extrinsic satisfaction. Satisfying these factors can eliminate dissatisfaction and maintain theoriginal work efficiency, but it cannot motivate people to be more active (Herzberg, 1966).
Motivation factors are related to the job itself or the content of the job, including achievement,
appreciation, the meaning and challenge of the job itself, sense of responsibility, promotion,
development, etc. These factors are called intrinsic satisfaction, which can cause people togenerate great incentives, not to be satisfied, and they will not produce dissatisfaction like thehygiene factor (Herzberg et al., 1957; Herzberg, 1966; 2003).
According to Herzberg’s motivation-hygiene theory (1959), the questionnaire uses sevencomponents, including the work itself, pay, working conditions, self-esteem, intrinsic rewards,
interpersonal relations, policy and management were used in the questionnaire to survey thelevel of teachers’ job satisfaction in this study. The purpose of this study is to identify the
relationship between teachers’ perception of school climate and their job satisfaction.
Hygiene factors are not part of the job content, but it always revolves around the work. It isconsidered as an external factor in the work, which includes supervision, interpersonal
relationships, working conditions, salary, organizational policies, administrative practices,
benefits and employment security, Hertz Berg stated these factors motivating factors.
Motivation factors: Achievement, recognition, responsibility, progress, growth, interest inwork, and work itself are considered to be sources of motivation, as well as internal factors of
the work itself. Herzberg observed these factors motivational factors.
The organizational climate of a school refers to a series of internal characteristics related to
management that are perceived by teachers and affect their behavior. Teacher job satisfaction
is a kind of overall emotional feelings and opinions of teachers about work itself, working
environment and interpersonal relationship. Teacher job satisfaction is exerted throughteachers’ work enthusiasm and then affects the quality of school education. Therefore, thisresearch hypothesis: there is a significant relationship between teachers’ perception towards
school climate and their job satisfaction.
Copyright © 2022

31 | P a g e

Leena and Luna International, Chikusei, Japan.

ISSN: 2186-845X ISSN: 2186-8441 Print(株) リナアンドルナインターナショナル, 筑西市,日本

www.ajmse. leena-luna.co.jp

Asian Journal of Management Sciences & Education Vol. 11(1) January-April 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________RESEARCH METHODOLOGY
1. Research design
This research was mainly a quantitative design. The researcher used questionnaires to collectdata and study the cognition of the target group. Through descriptive and correlation analysisof the data, namely, a method based on research and analytical data was obtained.
Specifically, the data used by statistical methods in data analysis includes descriptive
statistics and Pearson Product Moment correlation coefficient statistics.
2. Population and participants
The target population of this study includes full-time teachers who teaching in a secondary
school in Bangkok in the 2020-2021 academic year. Since the school currently has 177
teachers, all 177 teachers are used as the target group for the study. 177 questionnaires weresent out and 143 were received. However, based on Yamane’s formula (1967) this number
was acceptable. All of these teachers gave their consent to be the questionnaire respondents.
3. Research instruments
This study used the questionnaire to collect data. The questionnaire is consisted of three parts.
The details are shown below.
The first part of the Questionnaire contained the general information of the teachers’
demographic variables such as gender, age, nationality, and education.
The second part used the Organizational Climate Index (OCI) designed by Hoy, Smith andSweetland (2002) based on the Open and Closed School Climate and the Healthy School
Climate Theory to investigate teachers’ perception of school climate. The questionnaire had atotal of 30 items to survey teachers’ perception on the four dimensions of school climate.
Table 1. Breakdown survey questions on school climate
Aspects of School Climate
Institutional vulnerability
Collegial Leadership
Achievement Press
Professional Teacher Behavior

Items
1-6
7-14
15- 2223-30

The third part of the questionnaire includes the job satisfaction factors of the respondents asshow in the Table 2. The questionnaire was adopted from the related research conducted by
Drukpa (2010) to identify the teachers’ perception towards their job satisfaction.
Table 2. Breakdown survey questions on job satisfaction
Aspects of Job Satisfaction
1.Work
2 .Income3 .Working conditions
4 .Self -esteem
5 .Intrinsic rewards
6 .Interpersonal relationships
7 .Policy and management

Items
1-3
4-10
11-23
24-30
31-34
35-39
40-43

ISSN: 2186-845X ISSN: 2186-8441 Print

Leena and Luna International, Chikusei, Japan.

www.ajmse. leena-luna.co.jp(株) リナアンドルナインターナショナル, 筑西市,日本

Copyright © 2022

P a g e | 32

Asian Journal of Management Sciences & Education Vol. 11(1) January-April 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The 5-point Like1t scale (1932) where 1 to 5 indicate the degree of occurrence from rare tovery frequent was used in this study, the lowest point is I point, which indicates a low index
perception of school climate or job satisfaction, and the highest point is 5 points, whichindicates high index perception of school climate and job satisfaction.
Table 3. Scores and interpretation of the survey question response
Agreement Level

Score

Range

Interpretation

Strongly Agree5

4.51 -5.00

Very High

Agree

4

3.50 -4.50

High

Moderately Agree3

2.50 -3.49

Moderate

Disagree2

1.50 -2.49

Low

Strongly Disagree11.00 -1.49

Very Low

Source :Likert, 1932

4. Data Analysis
After collecting data from the teachers at a secondary school in Bangkok, Thailand, theresearcher used a statistical tool to analyze and interpret the data according to each researchgoal.
1) Means, Standard Deviation used to identify the teachers’ perception towards school
climate at the selected international school, and also will be use to determine the level of theteachers’ job satisfaction of teachers teaching in a secondary school in Bangkok.
2) Pearson Product Moment Correlation Coefficient used to identify the relationship between
teachers’ perception towards school climate and their level of job satisfaction at a secondary
school.
RESULTSThe 177 questionnaires were sent out through an online platform and 143 questionnaires wererecovered, representing that 143 teacher participated in the study. The ratio of male andfemale teachers is 43.6 percent and 46.4 percent respectively.
1. Results of Research Objective One
As Table 4 show that Institutional vulnerability is measured by questions 1-6. According to
the analysis results, items 2, 4 , 5 and 6 are considered to be high, while the perception of
items 1 and 3 is relatively low. Among them, the score of “1. A few vocal parents can change
school policy” is the highest (4.2). Teachers have the lowest score for “3. Teachers feelpressure from the community” is the lowest (3.17). Overall, teachers’ perception of thisdimension is at a very high level (average 3.54).
Collegial Leadership is measured by items 7-14. According to the analysis results, items 7, 8,
9, 12, and 14 are considered to be relatively high, while the perception of items 10, 11, and
13 is relatively low. Among them, “8. The principal treats all faculty members as his or her
equals” is the highest (4.68), “10. The principal responds to pressure from parents” is thelowest (4.15), overall, teachers’ perceptions of this dimension are at a high level (average4.37).
Copyright © 2022

33 | P a g e

Leena and Luna International, Chikusei, Japan.

ISSN: 2186-845X ISSN: 2186-8441 Print(株) リナアンドルナインターナショナル, 筑西市,日本

www.ajmse. leena-luna.co.jp

Asian Journal of Management Sciences & Education Vol. 11(1) January-April 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Achievement Press is elaborated by questions 15-22. According to the analysis results, items
15, 16, 17, 20, and 22 are considered to be relatively high, while the perception of items 18,
19, and 21 is relatively low. Among them, “16. The school sets high standards for academic
performance” is the highest (4.21), “18. Students seek extra work so they can get a good
grade” is the lowest (2.57), overall, the dimension of teachers’ perception of this is at a highlevel (average 3.78).
Professional Teacher Behavior is illustrated by questions 15-22. According to the analysis
results, items 23, 24, 25, 27, 28, and 30 are considered to be relatively high, while items 26
and 29 have relatively low perceptions. Among them, “25. Teachers accomplish their jobs
with enthusiasm” is highest (4.63), “.29. Teachers provide strong social support forcolleagues” is lowest (3.54), overall, teachers’ perception of this dimension is at a high level(mean value is 4.31).
Table4. Means and standard deviations of various items of school climate perceived by teachers
Dimensions
Institutional
Vulnerability

The Organizational Climate Index
1.A few vocal parents can change school
policy.
2.Select citizens groups are influential with theboard.
3.Teachers feel pressure from the community.

Mean

S.D.

Interpretation

Rank

4.2

.419

High

1

4.01

.577

High

2

3.17

.479

Moderate

6

3.23

.58

Moderate

3

3.44

.544

Moderate

3

6.The school is vulnerable to outside pressures.

3.19

.538

Moderate

5Overall

3.54

.79

High

4.43

.67

High

3

4.68

.468

Very High

1

4.42

.642

High

4

4.16

.544

High

7

4.19

.677

High

6

4.54

.449

Very High

2

4.15

.538

High

8

4.38

.582

High

5

4.37

.83

High

4.03

.707

High

5

4.21

.424

High

2

4.08

.605

High

3

2.57

.647

Moderate

8

3.66

.537

High

6

3.35

.447

Moderate

7

4.Parents exert pressure to maintain highstandards.
5.Parents press for school improvement.

Collegial
Leadership

7.The principal explores all sides of topics andadmits that other opinions exist.
8.The principal treats all faculty members as
his or her equal.
9.The principal is friendly and approachable.
10.The principal responds to pressure fromparents.
11.The principal lets faculty know what is
expected of them.
12.The principal maintains definite standardsof performance.
13.The principal puts suggestions made by thefaculty into operation.
14.The principal is willing to make changes.
Overall

Achievement
Press

15.The learning environment is orderly andserious.
16.The school sets high standards for academic
performance.
17.Students respect others who get good
grades.
18.Students seek extra work so they can get
good grade.
19.Students try hard to improve on previous
work.
20.Academic achievement is recognized andacknowledged by the school.

ISSN: 2186-845X ISSN: 2186-8441 Print

Leena and Luna International, Chikusei, Japan.

www.ajmse. leena-luna.co.jp(株) リナアンドルナインターナショナル, 筑西市,日本

Copyright © 2022

P a g e | 34

Asian Journal of Management Sciences & Education Vol. 11(1) January-April 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

21.Students in this school can achieve thegoals that have been set for them.
22.Teachers “go the extra mile” with theirstudents.
Overall
Professional
Teacher
Behavior

23.Teachers help and support each other.
24.Teachers in this school believe that theirstudents have the ability to achieve
academically.
25.Teachers accomplish their jobs withenthusiasm.
26.Teachers respect the professional
competence of their colleagues.
27.The interactions between faculty members
are cooperative.
28.Teachers in this school exercise
professional judgment.
29.Teachers provide strong social support forcolleagues.
30.Teachers are committed to their students.
Overall

4.07

.607

High

4

4.27

.419

High

1

3.78

.87

High

4.59

.319

Very High

2

4.47

.577

High

5

4.63

.479

Very High

1

4.52

.758

Very High

3

4.11

.524

High

7

4.14

.429

High

6

3.54

.673

High

8

4.48

.479

High

4

4.31

.81

High

Table 5 shows the means and standard deviations of the four aspects of school climate. The
overall finding is shown in the mean score of 4.125 with a standard deviation of .77. The
highest mean was in the aspect of ‘Collegial Leadership”, which means for the teachers, this
aspect was the most important. They attach the school climate to the friendly and supportive
leaders/ principals who could make the working atmosphere healthy and supportive. On theother hand, although “Institutional Vulnerability” got the mean score of 3.54 (S.D.=.79) inthe ‘high’ level, of the four aspects, it affected the teachers the least.
Table 5. Means and Standard Deviations of School Climate Perceived by Teachers (N = 143)
School Climate

Mean

S.D.

Institutional Vulnerability
Collegial Leadership
Achievement Press
Professional Teacher
Behavior
Overall

3.54
4.37
3.78
4.31

.79
.83
.87
.81

Interpretati
on
High
High
High
High

4.125

.77

High

Rank
4
1
3
2

The overall mean score of the construct, “Work” was 4.26, regarded as high. “2. I am happy
with my assigned responsibilities as it gives me the opportunity to utilize my knowledge andskills” had the highest mean, 4.61; “I have enough freedom to make my own decisions within
my assigned responsibilities” was the second-highest mean result.
The overall mean score of Income was 4.13 regarded as high. The highest mean question
within this construct was 4.57 for “5. My income is appropriate to my qualifications”.
The overall mean score of working conditions was 4.35, regarded as high. The highest mean
was 4,61 for “23. There is a positive work atmosphere in this school”; the lowest mean was
3.34 for “16. I am not overloaded with work”.
The total mean score of Self-esteem was 4.41, with the lowest mean “30. Teachers are highly
respected in this society” which was 3.18, regarded as Moderate. The highest mean questionin this construct was 4.67 for “25. My principal gives me credit when I do a good job.
Copyright © 2022

35 | P a g e

Leena and Luna International, Chikusei, Japan.

ISSN: 2186-845X ISSN: 2186-8441 Print(株) リナアンドルナインターナショナル, 筑西市,日本

www.ajmse. leena-luna.co.jp

Asian Journal of Management Sciences & Education Vol. 11(1) January-April 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The total mean score of intrinsic rewards was 3.67, with the lowest mean “32. I haveopportunities to be promoted in accordance with my competence”, which was 3.25, regarded
as moderate. The highest mean question in this construct was 4.62 for “33. I haveopportunities to attend workshops or seminars to enhance my skills and broaden myexperience.”
The total mean score of Interpersonal Relation was 4.37. “38. My colleagues and mysuperiors are enthusiastic to collaborate with me. It was the highest mean score, which was
4.63, regarded as very high. The lowest mean question in this construct was 3.87 for “37. I
am supported in my educational quality development by my superiors.”
The total mean score of policy and management was 3.81. “43. I am satisfied with thisschools educational policy.” was the highest mean score, which was 4.28, regarded as high.
The lowest mean question in this construct was 3.37 for “41.I am satisfied with the staffs’
annual appointments and deployments.”
Table 6. Means and Standard Deviations of Satisfaction Job Perceived by Teachers (N = 143)
Job Satisfaction

Interpretation

Rank

.675

High

3

4.61

.519

Very High

1

4.36

.479

High

2

4.26

.81

High

4.31

.713

High

2

4.57

.468

Very High

1

3.46

.734

Moderate

7

4.11

.58

High

5

4.32

.875

High

4

3.94

.911

High

6

4.20

.714

High

3

4.13

.87

High

11. I feel comfortable working in this school.

4.59

.647

Very High3

12. The school has enough resources.

4.54

.814

Very High

6

4.56

.841

Very High

5

4.6

.143

Very High

2

4.4

.514

High

9

3.34

.911

Moderate

13

3.91

.871

High

12

4.16

.247

High

11

Dimensions
Satisfactionlevel ofteaching job

1. I am usually assigned important work.
2. I am happy with my assigned
responsibilities as it gives me the opportunity
to utilize my knowledge and skills.
3. I have enough freedom to make my own
decisions within my assigned responsibilities.
Overall

Satisfactionlevel of pay

4. My monthly income is sufficient to lead adecent life in this society.
5. My income is appropriate to myqualifications.
6. I am underpaid in relation to the amount ofwork I do.
7. I am paid an appropriate wage level for theamount of work I do.
8. Supervisors have a fair promotion andsalary advancement process for staff.
9. I am concerned about doing my job
successfully and my performance evaluations.
10. Current salary levels are suitable forstaffs’ responsibilities in the school.
Overall

Satisfactionlevel ofworking
conditions

13. The school has an environment conducive
to teaching and learning.
14. I am happy with the number of teaching
periods allocated to me.
15. I have more co-curricular responsibilities
than teaching.
16. I am not overloaded with work.
17. The school provides standard items,
materials, tools, and utensils in the workplace.
18. The school provides a handbook,
regulation, discipline, and a mandate tofacilitate my Performance.

Mean

S.D.

3.81

ISSN: 2186-845X ISSN: 2186-8441 Print

Leena and Luna International, Chikusei, Japan.

www.ajmse. leena-luna.co.jp(株) リナアンドルナインターナショナル, 筑西市,日本

Copyright © 2022

P a g e | 36

Asian Journal of Management Sciences & Education Vol. 11(1) January-April 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

19. School is developed in accordance withThai educational system.
20. There is a proper ratio of staff to students.
21. I am capable of performing well.
22. School environment facilitates
performance.
23. There is a positive work atmosphere inthis school.
Overall
Satisfactionlevel of selfesteem

24. My work is duly acknowledged by mysupervisor.
25. My principal gives me credit when I do agood job.
26. My work is normally successful but I
seldom receive praise or recognition for myefforts.
27. I am proud to be a teacher.
28. People respect me as a teacher.
29. I want my children to join the teachingprofession.
30. Teachers are highly respected in thissociety.
Overall

Satisfactionlevel of
Intrinsic
Reward31. I play a role in the educational staff’s
performance evaluations.
32. I have opportunities to be promoted inaccordance with my competence.
33. I have opportunities to attend workshops
or seminars to enhance my skills and broaden
my experience.
34. Job designs of my position have been
regularly improved.
Overall

Satisfactionlevel ofInterpersonal
Relation

35. My colleagues and superiors collaborate
with each other.
36. There is a pleasant and friendly work
atmosphere between my superiors and I.
37. I am supported in my educational quality
development by my superiors.
38. My colleagues and my superiors are
enthusiastic to collaborate with me.
39. Superiors give practical advice on myperformance.
Overall

Satisfactionlevel of Policy
andManagement

40. Action plans are prepared before actual
implementation.
41.I am satisfied with the staffs’ annual
appointments and deployments.
42. Educational reform encourages teachers totake part in decision making with school
administrators.
43. I am satisfied with this schools
educational policy.
Overall

4.44

.914

High

8

4.29

.715

High

10

4.48

.755

High

7

4.57

.716

Very High

4

4.61

.876

Very High

1

4.35

.83

High

4.64

.525

Very High

3

4.67

.836

Very High

1

4.58

.905

Very High

5

4.63

.475

Very High

4

4.61

.711

Very High

2

4.53

.805

Very High

6

3.18

.475

Moderate

7

4.41

.79

High

3.45

.701

Moderate

3

3.25

.478

Moderate

4

4.42

.543

High

1

3.57

.503

High

2

3.67

.77

High

4.45

.901

High

3

4.43

.408

High

4

3.87

.443

High

5

.573

Very High

4.47

.701

High

4.37

.81

High

3.43

.971

Moderate

3

3.37

.478

Moderate

4

4.16

.445

High

2

4.28

.573

High

1

3.81

.87

High

4.63

1
2

Table 7 below shows the means and standard deviation of the seven aspects of the school
climate. The overall finding is shown in the mean score of 4.14 with a standard deviation
Copyright © 2022

37 | P a g e

Leena and Luna International, Chikusei, Japan.

ISSN: 2186-845X ISSN: 2186-8441 Print(株) リナアンドルナインターナショナル, 筑西市,日本

www.ajmse. leena-luna.co.jp

Asian Journal of Management Sciences & Education Vol. 11(1) January-April 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

of .69. The highest mean was in the aspect of ‘Self Esteem”, which means for the teachers,
this aspect was the most important. They attach their job satisfaction to their self-esteem. On
the other hand, although “Intrinsic Rewards” got the mean score of 3.67 (S.D.=.77) in the‘high’ level, of the seven aspects, it affected the teachers the least. It is noticeable that “Policy
and Management” was the second aspect least affecting the teachers with the mean score of
3.81 (S.D. =.87) although the item was ranked at the ‘high’ level. It was a factor from outside,
not from within.
Table 7. The Summary of Means and Standard Deviations of teachers’ perception
towards their Job Satisfaction (N = 143)
Job Satisfaction
Work

Mean
4.26

S.D.
.81

Interpretation
High

Income

4.13

.87

High

Working conditions
Self-esteem
Intrinsic rewards
Interpersonal
relationships
Policy and management
Overall

4.35
4.41
3.67
4.37

.83
.79
.77
.81

High
High
High
High

3.81
4.14

.87
.69

High
High

Results of Research Objective Two
Table 8 shows that there was a significant relationship between the school climate and theteachers’ job satisfaction.
Table 8. Pearson Correlation between Teachers’ Perceptions toward school climate andtheir job signification in a secondary school
Variables
School climate

Job signification

Pearson Correlation
Sig.(2-tailed).757**
.000

N

143

**. Correlation is significant at the 0. level 01(2-tailed).
According to the Pearson product-moment correlation coefficient analysis, it can beconcluded that the teacher’s job satisfaction has the strongest correlation with the relationshipbetween colleagues, the results that the sig. (2-tailed) between collegial leadership and job
satisfaction was .002 (r = .734); the outcomes showed that the sig. (2-tailed) between
professional teacher behavior and job satisfaction was .000 (r = 726); the results that the sig.
(2-tailed) between institutional vulnerability and job satisfaction was .000 (r = .718); theoutcomes showed that the sig. (2-tailed) between achievement press and job satisfaction
was .001 (r = 651). All dimensions of school climate are significantly positively correlatedwith teachers’ job satisfaction. See Table 9 below.

ISSN: 2186-845X ISSN: 2186-8441 Print

Leena and Luna International, Chikusei, Japan.

www.ajmse. leena-luna.co.jp(株) リナアンドルナインターナショナル, 筑西市,日本

Copyright © 2022

P a g e | 38

Asian Journal of Management Sciences & Education Vol. 11(1) January-April 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Table 9. Pearson Product Moment Correlation between Each Dimension school Climate
and Job Satisfaction Perceived by Teachers
Job signification
Pearson Correlation
Sig. (2-(tailed
Pearson Correlation
Sig. (2-(tailed.718**.000

Achievement Press

Pearson Correlation
Sig. (2-(tailed.651**.001

Professional Teacher
Behavior

Pearson Correlation
Sig. (2-(tailed.726**.000

Institutional Vulnerability
Collegial Leadership.734**.002**. Correlation is significant at the 0.01 level (2-tailed).

DISCUSSION
The findings from the data analysis of the study revealed clear responses to the two
objectives of the study which were 1) to identify the teachers’ perception towards the school
climate and the teachers’ job satisfaction and 2) to identify the relationship between theschool climate and the teachers’ job satisfaction. The teachers in the study showed positive
attitude towards aspects of the school climate: collegial leadership (x = 4.87) professional
teacher behavior (x = 4.31), achievement press (x = 3.78), and institutional vulnerability(x = 3.54) with collegial leadership with the highest mean score, while self-esteem(x=4.41), interpersonal relationships (x = 4.37) and working conditions (x = 4.35) werefactors that highly influenced their job satisfaction.
This confirms the findings of Zhukova (2018) that the role of school climate in the education
process cannot be ignored as how the teachers feel about the school climate and atmosphereof their working environment is closely related to their educational behavior. Similarly,
Nagoba and Mantri (2015) emphasized that teachers are a key factor to move the school
forward. A teacher plays a crucial and demanding role in the process of student learningenhancement by creating a context that maximizes students’ desire and ability to learn.
Gray, Wilcox and Nordstokke (2017) found that positive school climate is related to thedevelopment and retention of teachers, which in turn affects students’ healthy development
and academic performance. Along the same line, Fatou and Kubiszewski (2018) pointed outthat the school climate perceived by teachers is significantly correlated with student
performance. It can thus be concluded that the teachers will increase their teachingeffectiveness if they are satisfied with their jobs as a result of preferable school climate all ofwhich will lead to quality education for students of the school. This idea is also voiced by
Dernowska (2017) that improving the quality of teachers is a breakthrough in improving thequality of education in various countries. Aldridge and Fraser (2015) related a positive school
environment to teachers’ more positive feelings towards their job commitment. They wereconvinced that if more satisfied teachers are more enthusiastic about spending time andenergy in teaching their students (Snider, 2021). In this study, the teachers attached highest
importance to “Self-Esteem” that topped the list of aspects of their job satisfaction. Huitt(2009) explains that self-esteem is the affective or emotional aspect of self and generally
Copyright © 2022

39 | P a g e

Leena and Luna International, Chikusei, Japan.

ISSN: 2186-845X ISSN: 2186-8441 Print(株) リナアンドルナインターナショナル, 筑西市,日本

www.ajmse. leena-luna.co.jp

Asian Journal of Management Sciences & Education Vol. 11(1) January-April 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

refers to how we feel about or how we value ourselves (one’s self-worth). Therefore, if theteachers in this school highly value themselves and realize what they can do best, they willcertainly contribute a lot to the school’s goals and plans for student learning achievement.
In this study, collegial leadership is the most influential school climate aspect. This point isreflected by Ozgenel and Mert (2019) that under the leadership of the principal, the social
needs of the teachers will be taken care of and his fair and friendly attitude will fully
encourage the teachers to achieve their goals. Lundie and O’Siochru (2021) stated that school
governance methods and participation dimensions have been found to be important predictorsof school climate. Leaders’ beliefs and values are one of the indispensable factors of school
achievement, which directly determine the school climate and indirectly determine theteacher’s job satisfaction and as a result shaping “good organizational health” (Rezaee et al.,2018).
To take the issue further, school climate and teacher job satisfaction are not ‘stand-alone’
factors in a school. They are features of schools as learning organizations. Yuner and Burgaz(2019) explained that the school’s management is at an intermediate level, while the school’s
goals are at the high level and for the school to be a happy place for teacher and student
learning, the school itself must continue to learn. In brief, the strategies, processes andpractices that make up the school as a learning organization must get closest attention of the
management. They are thought to enhance staff job satisfaction (Kools et al., 2019).
CONCLUSION
Out of these four constructs, the overall mean score of the teachers’ perceptions towards theirschool climate was 4.125, which was regarded as ‘very high’. These results are very positive
toward the teachers’ perception of their school climate. The means scores from the highest to
the lowest are: 1) Collegial Leadership (x = 4.37), 2) Professional Teacher Behavior (x =4.31). 3) Achievement Press (x = 3) and 4) Institutional Vulnerability (x = 3.54).
According to the analysis results, the total mean score of the teachers’ perceptions towards
their job satisfaction was 4.14, which was regarded as very high. These results are very
positive toward the teachers’ perception of their job satisfaction. The means scores from thehighest to the lowest are 1) Self-esteem (x = 4.41), 2) Interpersonal relationships (x = 4.37),
3) Working conditions (x = 4.35) 4) Work (x = 4.26), 5) Income (x = 4.1). 6) Policy andmanagement (x = 3.81) and 7) Intrinsic rewards (x = 3.67).
The conclusion of this study is that the school climate is positively correlated with teachers’
job satisfaction. Teachers have a positive attitude towards the school’s climate, and teachers’
job satisfaction is higher. Identifying the influencing factors of teacher job satisfaction will
not only have a positive effect on teacher quality and teacher professional identity but also
have a positive effect on students’ academic achievement and student’s educational
satisfaction. At the same time, improving the school climate is an effective measure to
improve teacher job satisfaction. Improving teacher satisfaction is a key step to improving thequality of education.
The school climate affects the development of teachers and students in many ways. The value
orientation, whether the learning climate is strong, and the focus on cooperation orcompetition has formed a completely different school climate.
The school’s attention to different learning goals will produce a school’s psychologicalenvironment, which will affect students’ learning concepts, emotions, and behaviors. For
example, posting honor rolls to students who have achieved achievements, and offering
ISSN: 2186-845X ISSN: 2186-8441 Print

Leena and Luna International, Chikusei, Japan.

www.ajmse. leena-luna.co.jp(株) リナアンドルナインターナショナル, 筑西市,日本

Copyright © 2022

P a g e | 40

Asian Journal of Management Sciences & Education Vol. 11(1) January-April 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

different courses for students of different ability levels, etc., all emphasize the ability
comparison and competition in schools, creating an ability-oriented atmosphere. On the other
hand, by emphasizing hard work and improving learning ability, emphasizing learning itself,
and task mastery, a task-oriented climate is formed (Dernowska, 2017).
The results of the research are expected to attract the attention of administrators, make themaware of the importance of school climate, better understand teachers’ needs, and provide
teachers with support, thereby increasing teachers’ satisfaction and at the same time
improving their management styles.
For teachers, this research can help teachers discover the connection between their work
satisfaction and administrative support to develop their relationship with the school andreflect the needs of managers in their work, which can promote their involvement in theteaching profession to stay longer.
In addition, this research will benefit researchers who focus on the relationship between
school climate and teacher job satisfaction and can provide them with first-hand information
for future researchers.
In brief, the strategies, processes and practices that make up the school as a learningorganization must get closest attention of the management. They are thought to enhance staff
job satisfaction (Kools et al., 2019). Tapun and Chayanuvat (2020) propose a learningorganization model as consisting of seven components: 1) leadership in learning, 2) learning
promotion policy, 3) learning support environment, 4) learning culture development, 5)
shared vision learning, 6) lifelong learning and 7) digital technology application learning.
Their model is in support of the healthy climate of working both at the individual level, thegroup level and the organizational level. Therefore, when teachers’ job satisfaction is studied,
there is an interplay of supportive factors (external) and the power of self-esteem and intrinsic
awards of individual teachers.

Copyright © 2022

41 | P a g e

Leena and Luna International, Chikusei, Japan.

ISSN: 2186-845X ISSN: 2186-8441 Print(株) リナアンドルナインターナショナル, 筑西市,日本

www.ajmse. leena-luna.co.jp

Asian Journal of Management Sciences & Education Vol. 11(1) January-April 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

RFERENCES[1].

Agarwal, N. (2017). A Study on the Teaching Styles and Personality of a Teacher for
Effective Teaching. Globus Journal of Progressive Education, 7(1), 1-3.

[2].

Alinsunurin, J. (2020). School learning climate in the lens of parental involvement
Smart .and school leadership: lessons for inclusiveness among public schools.23-1 ,(1)Learning Environments, 7[3].

their school climate and views of ’Aldridge, J. M., & Fraser, B. J. (2016). Teachers
Learning .efficacy and job satisfaction-its relationship with teacher self
.307-291 ,(2)19 Environments Research,[4].

in the ”Teachers have a great role in grooming children“ .(2015) .Balakrishnan, J.Hindu.com on 18 November 2021 Retrieved from the .Hindu Newspaper[5].

Bentil, J. (2021). SCHOOL CLIMATE AND TEACHER JOB PERFORMANCE:EVIDENCE FROM SHAMA DISTRICT OF GHANA. European Journal of
Education Studies, 8(11).

[6].

Carlson, C. (2021). Staffs’ Experience of Community Art, Alternative School Climate,
and Community. Doctoral dissertation: Capella University.

[7].

Chirkina, T. A., & Khavenson, T. E. (2018). School climate: A history of the concept
and approaches to defining and measuring it on PISA questionnaires. Russian
Education & Society, 60(2), 133-160.

[8].

Crisci, A., Sepe, E., & Malafronte, P. (2019). What influences teachers’ jobsatisfaction and how to improve, develop and reorganize the school activities
associated with them. Quality & Quantity, 53(5), 2403-2419.

[9].

.Hammond, L. (2004). Standards, accountability, and school reform-Darling.1085-1047 ,(6)Teachers college record, 106[10].

Dernowska, U. (2017). Teacher and student perceptions of school climate. Someconclusions from school culture and climate research. Journal of Modern science,32(1), 63-82.

[11].

Drukpa, S. (2010). Job Satisfaction of Secondary School Teachers in Timphu Districtof Bhutan. Bangkok, Thailand: Mahidol University.

[12].

Fatou, N., & Kubiszewski, V. (2018). Are perceived school climate dimensions
predictive of students’ engagement? Social Psychology of Education, 21(2), 427-446.

[13].

Gray, C., Wilcox, G., & Nordstokke, D. (2017). Teacher mental health, school
climate, inclusive education and student learning: A review. Canadian
Psychology/psychologie canadienne, 58(3), 203.

[14].

Grazia, V., & Molinari, L. (2021). School climate multidimensionality andmeasurement: a systematic literature review. Research Papers in Education, 36(5),561-587.

[15].

Halpin, A.W. & Croft, D. B. (1963). The organizational c1imateofschoo1s. Chicago
IL: University of Chicago Press.

[16].

Hamzah, M., Yakop, F. M., Nordin, N. M., & Rahman, S. (2011). School as learningorganisation: The role of principal's transformational leadership in promoting teacher
engagement. World Applied Sciences Journal, 14(16), 1.

ISSN: 2186-845X ISSN: 2186-8441 Print

Leena and Luna International, Chikusei, Japan.

www.ajmse. leena-luna.co.jp(株) リナアンドルナインターナショナル, 筑西市,日本

Copyright © 2022

P a g e | 42

Asian Journal of Management Sciences & Education Vol. 11(1) January-April 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[17].

Haruthaithanasan, T. (2018). Effects of educational reforms in the 2nd decade(2009–2018) on teacher motivation and student achievement among schools inSouthern Thailand. Kasetsart Journal of Social Sciences, 39(2), 222-229.

[18].

Herzberg, F. (1966). Work and the nature of man. Cleveland: World Publishing
Company.

[19].

Herzberg, F., Maunser, B., & Snyderman, B. B. (1959). The motivation to work. New
York: Wiley.

[20].

Herzberg, F. (1968). One more time: How do you motivate employees? Harvard
Business Review, 46, 53-62.

[21].

Herzberg, F. (2003). One more time: How do you motivate employees? Harvard
Business Review, 1, 87-96.

[22].

Herzberg, F., Mausner, B., Peterson, R. O., & Capwell, D. F. (1957). Job attitudes:
Review of research and opinions. Pittsburgh, PA: Psychological Services ofPittsburgh.

[23].

Hoy, W. K., Tarter, C. J., & Kottkamp, R. B. (1991). Open school/healthy school:
Measuring organizational climate. Beverly Hills, CA: Sage.

[24].

Hoy, W. K., Smith, P.A., & Sweetland, S. R. (2002). The development of theorganizational climate index for high schools: Its measure and relationship to faculty
trust. The High School Journal, 86(2), 38-49.

[25].

Huitt, W. (2009). Humanism and open education. Educational psychology interactive.

[26].

Kools, M., Gouëdard, P., George, B., Steijn, B., Bekkers, V., & Stoll, L. (2019). The
relationship between the school as a learning organisation and staff outcomes: A casestudy of Wales. European Journal of Education, 54(3), 426-442.

[27].

Law, K. M., Geng, S., & Li, T. (2019). Student enrollment, motivation and learning
performance in a blended learning environment: The mediating effects of social,teaching, and cognitive presence. Computers & Education, 136, 1-12.

[28].

Likert, R. (1932). A Technique for the Measurement of Attitudes. Archives of
Psychology, 140, 1-55.

[29].

Lunenburg, F. C. & Ornstein, A. 0. (2008). Educational administration: Concepts
and practices. Belmont, CA: Wadsworth/Cengage Learning.

[30].

Lundie, D., & O’Siochru, C. (2021). The right of withdrawal from religious
education in England: school leaders’ beliefs, experiences and understandings ofpolicy and practice. British Journal of religious education, 43(2), 161-173.

[31].

Miles, B. M. (1965). Planned change and organizational health: Figure and ground.
Change Processes in the Publish Schools, 11-34.

[32].

Munir, H., & Iqbal, M. Z. (2018). A Study of Relationship between Leadership
Styles of Principals and Job Satisfaction of Teachers in Colleges for Women.
Bulletin of Education and Research, 40(2), 65-78.

[33].

Nagoba, B. S., & Mantri, S. B. (2015). Role of teachers in quality enhancement inhighereducation.
Retriedfrom
http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=CFDC132E67E6624B70B
13A1BBC3B275C?doi=10.1.1.673.7550&rep=rep1&type=pdf

Copyright © 2022

43 | P a g e

Leena and Luna International, Chikusei, Japan.

ISSN: 2186-845X ISSN: 2186-8441 Print(株) リナアンドルナインターナショナル, 筑西市,日本

www.ajmse. leena-luna.co.jp

Asian Journal of Management Sciences & Education Vol. 11(1) January-April 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________[34].

Okeke-James, N. J., Igbokwe, I. C., Ogbo, R. N., Ekweogu, L. B., & Anyanwu, A. N.
(2020). School climate as a predictor of teachers job performance in secondary
schools in Anambra State, Nigeria. International Journal of Education and Research,
8(3), 17-26.

[35].

Özgenel, M., & Mert, P. (2019). The role of teacher performance in school
effectiveness. International Journal of Education Technology and Scientific
Researches, 4(10), 417-434.

[36].

Pherali, T. (2021). Social justice, education and peace building: conflicttransformation in Southern Thailand. Compare: A Journal of Comparative andInternational Education, 1-18.

[37].

Rezaee, A., Khoshsima, H., Zare-Bahtash, E., & Sarani, A. (2018). A Mixed Method
Study of the Relationship between EFL Teachers’ Job Satisfaction and Job
Performance in Iran. International Journal of Instruction, 11(4), 577-592.

[38].

Salajan, F .D) .2019 .(Building a policy space via mainstreaming ICT in European
education :The European Digital Education Area )re (visited. European Journal of
Education, 54(4),591-604.

[39].

Saeki, E., Segool, N., Pendergast, L., & von der Embse, N. (2018). The influence of
test-based accountability policies on early elementary teachers: School climate,environmental stress, and teacher stress. Psychology in the Schools, 55(4), 391-403.

[40].

Schiepe-Tiska, A. (2019). School Tracks as Differential Learning Environments
Moderate the Relationship Between Teaching Quality and Multidimensional
Learning Goals in Mathematics. Frontiers in Education (Vol. 4).

[41].

Shin, J. C., & Harman, G. (2009). New challenges for higher education: Global andAsia-Pacific perspectives. Asia Pacific Education Review, 10(1), 1-13.

[42].

Shouppe, G., & Pate, J. L. (2010). Teachers' perceptions of school climate, principal
leadership style and teacher behaviors on student academic achievement. National
Teacher Education Journal, 3(2).

[43].

Snider, C. (2021). Putting the Standards into Practice. Retrieved from gpb.org.

[44].

Tapun, R. & Chayanuvat, A (2020). Strategy for Development of the armed Forces
Academies Preparatory School Based on the Concept of Organizational Learning.
National Defence Studies Institute Journal,11(3), 54-69.

[45].

Yi, H., Tian, L., & Huebner, E. S. (2020). Mastery goal orientations and subjective
well-being in school among elementary school students: The mediating role ofschool engagement. European Journal of Psychology of Education, 35(2), 429-450.

[46].

Yüner, B., & Burgaz, B. (2019). Evaluation of the Relationship between School
Governance and School Climate. Egitim ve Bilim, 44(199).

[47].

Winterton, J. (2019). European, American and Japanese Perspectives on WorkReadiness: Implications for the Asia-Pacific Region. Singapore: Springer.

[48].

Zhukova, O. (2018). Novice teachers’ concerns, early professional experiences anddevelopment: Implications for theory and practice. Discourse and Communicationfor Sustainable Education, 9(1), 100-114.

ISSN: 2186-845X ISSN: 2186-8441 Print

Leena and Luna International, Chikusei, Japan.

www.ajmse. leena-luna.co.jp(株) リナアンドルナインターナショナル, 筑西市,日本

Copyright © 2022

P a g e | 44