An exploration of organizational climate in Greek high schools

Abstract

The research reported here surveyed teachers' perceptions of organizational climate in the public secondary schools of a region in central Greece. A translation of the Organizational Climate Description Questionnaire for Secondary Schools (OCDQ-RS) was used. Reportedly, principals engaged most in supportive behaviours while teachers had friendly relationships with students and were knowledgeable. The respondents noted relatively light use of rigid and domineering supervision by their principals and few frustrations occasioned by multiple obligations and bureaucratization of the school system. Some differences in perceptions of climate were related to differences in certain demographics. The authors speculate that the contemporary viability of the OCDQ may be compromised by the limited insights it provides as to the use of distributed or collective leadership as opposed to heroic leadership.