|M.Sc Student||Davidi Bruchian Ortal|
|Subject||The Influence of the Organizational Culture and Climate of|
the School on the Reaching Hour`s Efficiency in
|Department||Department of Industrial Engineering and Management||Supervisor||Professor Emeritus Dov Zohar|
|Full Thesis text - in Hebrew|
The main purpose of the research is to examine the influence of the organizational culture and its organizational climates on the disturbance level as a variable for teaching efficiency.
The research is based on a well-known theoretical model in behavioral research, which states that the organizational culture effects the creation of a number of specific organizational climates which effects the behavior of employees and customers (in this case - teachers and students).
The research model assumes that one of the main causes to effect the teaching efficiency in classes is the teacher’s need to cope with the contradicting demand of disturbance handling, lack of attention, or discipline problems from the students side.
Based on that assumption, the research is based on an organizational culture (school), which is based on 2 fundamental values: personal achievement vs. concern/help to others (Meglino & Ravlin, 1998). These two values profile predict a development of social exclusion (Mor-Barak, 2011). Organizational culture and climate variables were measured by students filling out questionnaires in 34 classes. The classroom climate predicts on his side the students’ behavior during different teachers’ classes. This behavior was measured two months after the questionnaires were filled out, by research assistants who were presented as education major students, and who filled out check lists during class. Studies have found that in a sample size of N = 30 groups studied in the hierarchical model, the smallest significance level of alpha is equal to 9-10%. Due to a relatively small number of observations, alpha= 0.1 was considered as statistically significant.The social exclusion mediator was found statistically significant in Statistical significance of 90% (p<0.1) when examining the connection between value profile and class disturbances.
Classroom climate was examined as a mediator which connects Leader-Member Exchange (LMX) and classroom disturbances. Psychological safety was examined as a moderator when examining the connection between LMX and classroom disturbances. Social exclusion was found as a mediator with statistical significance of 90% (p<0.1) when examining the relation between LMX and classroom disturbances.
Additionally, a statistical significant effect was found for high values of psychological confidence as a moderator between LMX and class disturbances (alpha= 0.1). However, a statistically significant effect was not found in low levels of psychological confidence between the two.