Impact of Organizational Climate on Teacher Performance: A Study of Elementary Schools in Sheikhupura District, Pakistan
Abstract
This study investigates the impact of organizational climate on teacher performance in elementary schools in District Sheikhupura, Pakistan. Despite a wealth of international research on this subject, there is limited exploration of how organizational climate influences teacher effectiveness in the Pakistani educational context. The research aims to bridge this gap by analyzing how various climate factors—such as physical, social, and learning environments—affect teacher performance in both public and private schools. The study employs a descriptive research methodology, using a questionnaire based on a Likert scale to gather data from 250 teachers across the district. The findings suggest that the learning environment is the most significant factor contributing to teacher performance, with a positive correlation between a supportive learning environment and enhanced teaching effectiveness. Furthermore, organizational practices like cooperation among staff and communication with parents were identified as key determinants of teacher motivation and performance. However, there were mixed responses concerning leadership practices, such as the regular involvement of school principals with parents and the consistency of student assessments. The study highlights the need for schools to improve these areas to foster a more cohesive organizational climate, ultimately enhancing teacher performance and educational outcomes.
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