Open AccessThe school organisational climates of well-performing historically disadvantaged secondary schools
Author(s) -
Mgadla Isaac Xaba,
Salome Kelly Mofokeng
Publication year - 2021
Publication title -
south african journal of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.408
H-Index - 27
eISSN - 2076-3433
pISSN - 0256-0100
DOI - 10.15700/saje.v41ns2a1905
Subject(s) - disadvantaged , organisation climate , context (archaeology) , school climate , certificate , pedagogy , school teachers , descriptive research , school certificate , psychology , sociology , political science , mathematics education , geography , social psychology , social science , archaeology , algorithm , computer science , law
In the study reported on here we investigated the nature of the organisational climates of well-performing, historically disadvantaged secondary schools. These schools were designated for Black learners during the apartheid era in townships and rural areas. Despite their “disadvantagedness”, many of these schools have consistently performed well in the National Senior Certificate (NSC)ii for 3 consecutive years or more. The Organisational Climate Descriptive Questionnaire-Rutgers Elementary (OCDQ-RE) was administered to 1,050 teachers from these schools in the Gauteng Department’s Sedibeng and Johannesburg South districts. Results reveal that although these schools are regarded as well-performing, their teachers perceived their organisational climates as closed with principal and teacher behaviours being closed. Teachers experienced very low engagement and above-average frustrated behaviour. An important consideration is that principals seemed to exhibit directive support, which seems to have led to teachers exhibiting features of engaged behaviour. The implication is for principals’ capacity-building, which should include features of holistic school organisational behaviour and development. Furthermore, the Organizational Climate Descriptive Questionnaire for Secondary Schools (OCDQ-RS) should be validated for the South African school context.