ORGANIZATIONAL CLIMATE INDEX (OCI)

Organizational Climate Index (OCI)

The Organizational Climate Index (OCI) is a short organizational climate descriptive measure for
schools. The index has four dimensions principal leadership, teacher professionalism,
achievement press for students to perform academically, and vulnerability to the community.
Dimensions (Subtests of the OCI)
Collegial Leadership s directed toward both toward meeting the social needs of the faculty and
achieving the goals of the school. The principal treats teachers as professional colleagues, is
open, egalitarian, and friendly, but at the same time sets clear teacher expectations and standards
of performance.
Professional Teacher Behavior is marked by respect for colleague competence, commitment to
students, autonomous judgment, and mutual cooperation and support.
Achievement Press describes a school that sets high but achievable academic standards and
goals. Students persist, strive to achieve, and are respected by each other and teachers for their
academic success. Parents, teachers, and the principal exert pressure for high standards and
school improvement.
Institutional Vulnerability is the extent to which the school is susceptible to a few vocal
parents and citizen groups. High vulnerability suggests that both teachers and principals are
unprotected and put on the defensive.
Teachers were asked to answer the following questions using a Likert ScaleRarely Occurs to Very
Frequently Occurs
1. The principal explores all sides of topics and admits that other opinions exist
16
14
12
10
8
6
4
2
0

15
10
8

Rarely Occurs
Sometimes Occurs
Often Occurs
Very Frequently Occurs

2. A few vocal parents can change school policy

20

17

15
10

Rarely Occurs

Sometimes Occurs
4

Often Occurs
Very Frequently Occurs

3. The principal treats all faculty members as his or her equal

14
12
10
8
6
4
2
0

13
11
8

Rarely Occurs
Sometimes Occurs
Often Occurs

Very Frequently Occurs

4. The learning environment is orderly and serious

20
15

15

Rarely Occurs

10
5
0

16

Sometimes Occurs
1

Often Occurs
Very Frequently Occurs

5. The principal is friendly and approachable

25

21

20

Rarely Occurs

15

Sometimes Occurs

10

Often Occurs

Very Frequently Occurs

6. Select citizen groups are influential with the board

16
14
12
10
8
6
4
2
0

15

Rarely Occurs
Sometimes Occurs

Often Occurs
1

Very Frequently Occurs

7. The school sets high standards for academic performance

35

31

30
25

Rarely Occurs

20

Sometimes Occurs

15

Often Occurs

10
5
0

Quite Frequently Occurs

8. Teachers help support each other

30

25

25
20

Rarely Occurs

15

Sometimes Occurs

10

Often Occurs

Very Frequently Occurs

9. The principal responds to pressure from parents

20

18

15

Rarely Occurs

10

Sometimes Occurs
3

Often Occurs
Very Frequently Occurs

10. The principal lets faculty know what is expected of them

19

20
15

12

10
5
0

Rarely Occurs
Sometimes Occurs

Often Occurs
Very Frequently Occurs

11. Students respect others that get good grades

25

20

20

Rarely Occurs

15

10

10

Often Occurs

Sometimes Occurs
Very Frequently Occurs

12. Teachers feel pressure from the community

18

20
15

Rarely Occur
8

10
5

Sometimes Occurs
3

Often Occurs
Very Frequently Occurs

13. The principal maintains definite standards of performance

25

20

20
15
10
5
0

13

Rarely Occurs
Sometimes Occurs
Often Occurs
Very Frequently Occurs

14. Teachers in this school believe that their students have the ability to achieve academically.
30

26

25
20

Rarely Occurs

15

Sometimes Occurs

10

Often Occurs

Very Frequently Occurs

15. Students seek extra work so they can get good grades
25
20

20

Rarely Occurs

15
10

Sometimes Occurs

Often Occurs
1

Very Frequently Occurs

16. Parents exert pressure to maintain high standards

25

21

20
15
10
5
0

Rarely Occurs
10

Sometimes Occurs
Often Occurs
2

Very Frequently Occurs

17. Students Try hard to improve on previous work

20

17

15

12

Rarely Occurs

10
5

Sometimes Occurs
2

Often Occurs
Very Frequently Occurs

18. Teachers accomplish their jobs with enthusiasm

19

20
15

12

10
5

Rarely Occurs
Sometimes Occurs
Often Occurs

Very Frequently Occurs

19. Academic achievement is recognized and acknowledged by the school

18
16
14
12
10
8
6
4
2
0

17
13
Rarely Occurs
Sometimes Occurs
3

Often Occurs
Very Frequently Occurs

20. The principal puts suggestions made by faculty into operation

15

16
14
12

12

10

Rarely Occurs

Sometimes Occurs
Often Occurs

Very Frequently Occurs

2
0

21. Teachers respect the professional competence of their colleagues

25

22

20
Rarely Occurs

15

Sometimes Occurs

10

10

Often Occurs
Very Frequently Occurs

22. Parents press for school improvement

18
16
14
12
10
8
6
4
2
0

16
12
Rarely Occurs
Sometimes Occurs
4

Often Occurs
Very Frequently Occurs

23. The interactions between faculty members are cooperative

30
24

25
20

Rarely Occurs

15

Sometimes Occurs
9

10

Often Occurs
Very Frequently Occurs

24. Students in this school can achieve the goals that have been set for them
19

20
18
16
14
12
10
8
6
4
2
0

13
Rarely Occurs
Sometimes Occurs
Often Occurs
Very Frequently Occurs

25. Teachers in this school exercise professional judgment

25

22

20
Rarely Occurs

15

Sometimes Occurs

10
5
0

7
4
1

Often Occurs
Very Frequently Occurs

26. The school is vulnerable to outside pressure

25

23

20
Rarely Occurs

15
10

Sometimes Occurs

Often Occurs

Very Frequently Occurs

1

27. The principal is willing to make changes

16

14

14

13

12
10
8
6

Rarely Occurs
Sometimes Occurs

Often Occurs

Very Frequently Occurs

2
0

28. Teachers go the extra mile with their students

25

23

20
Rarely Occurs

15
9

10
5
0

Sometimes Occurs
Often Occurs
Very Frequently Occurs

29. Teachers provide strong social support for colleagues

30

27

25
20

Rarely Occurs

15

Sometimes Occurs
9

10
5

Often Occurs
Very Frequently Occurs

30. Teachers are committed to their students

28

30
25
20

Rarely Occurs

15
10
5

Sometimes Occurs
Often Occurs
5

Calculating Sub-Category Totals

Collegial Leadership (CL) is the = 1+3+5+10+13+20+27
Professional Teacher Behavior (PTB) = 8+18+21+23+ 25+28+29
Achievement Press (AP) = 7+11+15+16+17+19+22+24
Institutional Vulnerability (IV) = 2+6+9+12+26

CIS Sub category totals

Collegial Leadership (CL)
Professional Teacher Behavior (PTB)
Achievement Press (AP)
Institutional Vulnerability (IV)

676
758
732
316

Very Frequently Occurs

Analysis of sub-category scores

The scores for all four categories are excellent and show the climate of CIS is strong. The two strongest
areas identified by staff were Professional Teacher Behavior (PTB) and Academic Press (AP).
The high PTB score indicates the staff has a high degree of respect for the professional competence,
decision making of the staff. It also indicates a high degree of collaboration and support among
teachers. Teachers feel they are going the extra mile for students.
The Academic Press score indicates a perception that there are high, reachable standards and the
principal, staff, students and parents are all pressing for high achievement and continuous school
improvement. Staff responses indicate student effort, attitude toward students with good grades are in
need of improvement.
The score for Collegial Leadership is very strong, but not as high as PTB or AP. Although the staff sees
the principal as friendly and approachable, lets them know what is expected of them, sets and maintains
high standards of performance, and is willing to make changes, some staff feel that they would like the
principal to enact more teacher suggestions throughout the school.
The data in the survey show staff feels parent press to be a double edged swordit is effective in
helping to set high standards for achievement and school improvement, but can also cause issues when
vocal parents are allowed to have too much influence with the administration and board and allowed to
change school policy and decision making about serving students. The teacher responses indicate an
underlying feeling that parents are providing more and more outside pressure and the principal is
reacting more to the requests of parents. The data show, however a low sub-category score which
shows, despite an undercurrent of anxiety about parent press, the staff doesnt feel it is currently a
major threat.
All-in-all the data show the climate of CIS to be in great shape and the survey will be a great source of
information for improving all areas.