A STUDY OF THE RELATIONSHIP BETWEEN ORGANIZATIONAL CLIMATE, JOB SATISFACTION, AND EDUCATIONAL DISTRICT SIZE, AND THE DIFFERENCES IN THEIR PERCEPTION BY MALE ADMINISTRATORS AND TEACHERS IN SAUDI ARABIA

摘要

The purpose of this study was twofold: to examine the relationship between organizational climate, job satisfaction, school size, educational district size, and educational experience; and to discover the differences and similarities in perceptions of organizational climate and job satisfaction by male administrators and teachers in city public schools in Saudi Arabia, according to position level, school level, type of school building, school size, educational district size, educational experience, and educational level.;The population included administrators and teachers from elementary and secondary schools in eight cities. The sample was selected by using cluster sampling. A total of 527 potential respondents from a population of 5,435 were selected from 41 schools. A total of 448 (85%) completed and returned the questionnaires.;The Organizational Climate Description Questionnaire, the Teacher Job Satisfaction Questionnaire, and the Principal Job Satisfaction Questionnaire were used to measure school climate and job satisfaction. Correlation analysis, analysis of variance, and Tukey's test were used in the analysis of data.;The results indicated that educational level and experience of administrators and teachers did not affect the perception of organizational climate. Educational district size was positively related to job satisfaction and organizational climate for administrators, and school size showed a negative relationship for teachers. Job satisfaction was positively related to thrust for administrators and teachers, negatively related to hindrance for administrators, and positively related to overall climate and esprit for teachers. Administrators perceived both job satisfaction and organizational climate as more positive than did teachers. Elementary administrators rated thrust higher than did secondary administrators, whereas elementary teachers rated job satisfaction and climate higher than did secondary teachers.;Further analysis indicated that bachelor's degree holders were less satisfied and teachers who had been teaching for more than 15 years were more satisfied in their jobs. Teachers in prefabricated school buildings rated job satisfaction and climate as more negative than those in either rented or nonrented schools.;Based on the findings, the researcher made recommendations for program implementation, for instrument construction, and for further research.