Education, health, business,
industrial or military organizations owe their existence to four
universally recognized elements, that is, men, money, methods and
materials. Out of these the single most important common element
amongst organizations is human being. This element manipulates and
causes the other three to operate in a fashion so as to yield
desired results, that is, organizational objectives.
Organizational climate represents the way in which its members
perceive it. We can not see or touch it, but it is there. In
educational setting, the organizational climate is the blend of
principal’s behavior and teacher’s behavior.
Education is now universally recognized to be the prime key to
moral, cultural, political and socio-economic development of a
nation. As Pakistan’ educational system shows, the teacher, the main
agent of change through education, undergoes so many strains and
stresses during the discharge of his sacred duties. Organizational
climate or environment of a workplace is one of the factors that
explicitly or implicitly influences the level of performance of
The researcher selected the area of college education as the focus
of the study. It will be desirable to conduct such studies at other
levels of education to improve the working of the teachers resulting
in improvement of education system. The objectives of the study
were: (a) To identify the strengths of the organizational climates
of Public and Private Degree Colleges as perceived by the heads,
teachers and college students. (b) To identify the weaknesses of the
organizational climates of Public and Private Degree Colleges as
perceived by the heads, teachers and college students. (c) To
measure the performance of the teachers as perceived by the heads of
the organizations. (d) To explore the performance of teachers as
perceived by the college students. (e) To find out the relationship
between organizational climate and performance of college teachers.
The nature of this study was co-relational type. Population of
this study comprised of the following categories (1) Principals of
all Public and Private degree colleges in Punjab (2) all the
teachers working in Public and Private degree colleges in Punjab (3)
all the students studying in these colleges. For choosing the sample
from the population random sampling technique was used. The sample
was consisted of 100 degree colleges (70 Public + 30 Private); their
heads, five teachers and fifteen students from each college were
also included in the sample. The total was 100 heads, 500 teachers
and 1500 students. In order to measure the variables the research
instruments were the questionnaires for heads, teachers and students
of sampled degree colleges. Data collected from sampled colleges was
tabulated, analyzed and interpreted by applying mean, standard
deviation, standard error of mean, coefficient of correlation and
t-test techniques in the light of the objectives of the study.
On the basis of analysis, it was concluded that majority of the
public and private college principals opined that open climate was
very highly positive correlated to teacher performance but paternal
and closed climates were negatively correlated to teacher
performance. As compared to public college principals, private
college principal like closed climate in their institutions.
Majority of the public and private college teachers disliked closed
climate. Teachers of both systems liked the thrust behaviour of
their heads and disliked aloofness behaviour of their heads.
Majority of public and private college students held that their
teachers did not explain subject matter with daily life examples.
Teachers did not use effective teaching aid. Teachers did not try to
assess student’s level of understanding. Teachers of both systems
did not respect opposing viewpoints of students.
The major recommendations of the study are that disengagement
behaviour of teachers should be controlled, especially in public
colleges. They principals may take some measures to discourage
disengagement in teachers. Teachers should avoid showing the
intimacy behaviour. They may be given chances to discuss academic
problems in groups and seminars, conferences, workshops may be
arranged more and more. Principals of both public and private
colleges should avoid aloofness. The senior teachers, teacher
leaders and student leaders may motivate principals to engage
themselves more and more in academic and co curricular activities.
Principals should avoid assigning reports and routine duties to the
teachers. Private colleges should adopt open climate features.
Public college principals should change their management style.
Their management may be improved through in-service training,
seminars, workshops and departmental meetings and supervision.
Refresher courses for teachers should be held during summer
vacations for the training of development and proper use of teaching
aid. The principals should ensure the availability of materials
relating to instructional technology. Performance of teachers can be
increased by promoting open as well as controlled climates and
avoiding closed climate. These climates may be ensured through
administrative policy and measures.