The Relationships between Organizational Climate, Innovative Behavior and Job Performance of Teachers

Betül Balkar

The Relationships between Organizational Climate, Innovative Behavior and Job Performance of Teachers

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Year-Number: 2015-Volume 7, Issue 2

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Abstract

Organizational climate (OC) is important in creating the essential conditions to ensure high job performance (JP) of teachers and encourage them to show innovative behavior (IB) in both classrooms and school-wide. High JP can be observed for teachers as a result of suitable OC and IB. The aim of this study is to investigate the relationships between the OC characterized by support, cohesion, fairness and pressure, JP and IB of teachers. The study sample consisted of 398 primary and secondary school teachers working at the Adana province of Turkey. Three scales related to OC, JP and IB were used to collect data. Structural Equation Modelling (SEM) was performed to analyze the effects of OC on IB and JP as well as the effect of IB on JP. According to the findings; OCs characterized by support, fairness and pressure had effects on the JP of teachers. OCs characterized by support and pressure had effects on the IB of teachers and the IB of teachers had an effect on JP of teachers.

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OC; “illustrates a common dilemma in the effort to understand and describe human behavior in organizations” and “a cognitive framework consisting of attitudes, values, behavioral norms and expectations shared by organizational members” (Sacher, 2010, p. 4). Dimensions of school climate may include; “the physical environment of the school, the social system, an orderly school environment, the expectations about teacher behavior and student outcomes” (Creemers & Reezigt, 1999, p. 35). School climate helps to distinguish schools from each other since each climate emphasizes different characteristics (Kallestad, 2010). Lichtman (2007) found that climate factors that enhance feelings of opportunities for personal growth and development seem to be the most influential. Therefore, it is expected from an influential climate to foster the IB of workers to facilitate their personal development. IB is “a multiple-stage process in which an individual recognizes a problem for which she or he generates new (novel or adopted) ideas and solutions, works to promote and build support for them, and produces an applicable prototype or model for the use and benefit of the organization or parts within it” (Carmeli, Meitar & Weisberg, 2006, p.78). Kirwan (2009, p.80) states that “being open to new ways of doing things” as well as “initiative and creativity” are necessary to create a climate of openness. Yu et al. (2013) determined a positive association between organizational innovation climate and innovative behavior.

De Jong (2007, p.30) expressed antecedents of innovative work behavior at three levels namely the “individual level, work group level, organization level” and environmental factors category. Management of the organization has an influential power on organizational characteristics and group features among these categories. Välimäki, Niskanen, Tervonen and Laurila (2004, p.96) stated that innovativeness is a “strategic, cultural, social and managerial issue.” Yeung, Lai and Yee (2007) explained two different approaches in organizational management. While one emphasizes tangible aspects, the other one emphasizes intangible aspects including innovativeness. Since ensuring that workers exhibit IB in organizations is within the sphere of influence of management, management should carry this out by creating a proper OC for innovativeness.

It is necessary for OC to encourage and reward employees to show IB. There may be different types of climates supporting innovativeness. Motivating and rewarding employees for maintaining their innovativeness is important to enable and sustain a climate of innovation. Providing different learning opportunities to be productive and developing new ideas and tolerance for the failures of employees and empowering them are important and useful administrative practices in organizations in order to create an OC suitable for fostering IBs (Solomon, Winslow & Tarabishy, 1998). Crespell (2007, p.58) concluded that innovativeness can be fostered through a climate supporting innovation by managers. In order to foster innovation through climate, OC should have some characteristics such as “team cohesion (alignment), supervisor encouragement, and autonomy.” Çekmecelioğlu (2006) determined that variables of OC which are organizational encouragement, support of management, support of the team and challenge of work have positive effects on creativity.

Teachers are being asked to change their educational methods, the way their professional role is served, their opinions and beliefs about educational purposes and contribute to the social and economic growth in line with changing conditions (Sachs, 1997). Teachers can address the different needs and characteristics of students using new strategies thus helping them to reveal their creativity in learning processes with innovative teaching. Teachers also determine the content of lessons which can stimulate the learning interests of students through innovative teaching (Zhu, Wang, Cai & Engels, 2013). Eaude (2011) stated that teacher innovation is necessary for improved student learning and that the teaching profession requires pedagogy including innovation. The school climate and work environment supporting teachers in this way should also be provided in order to ensure the innovativeness of teachers in line with these new requirements. Sağnak (2012) put forth that there is a significant relationship between an innovative climate and the IB of teachers.

Betül Balkar Work environment is sometimes used equally with work climate. Perceptions towards factors of work environment may affect the innovativeness and creativity of employees. In order to boost the creativity of employees, a climate with supportive characteristics and a reward system should be created (Eren & Gündüz, 2002). Chang, Chuang and Bennington (2011) expressed that creative teaching is in place at schools if their atmosphere supports innovation. Creative teaching is associated with working conditions and work environment. Providing a good working environment and opportunities for study and treating them in a good manner enables teachers to try out different teaching methods thus creating new challenges in the education process for their students. Zhu et al. (2013) determined that a supportive school environment, especially a supportive relationship with colleagues, encourages the innovative teaching performance of OC perceived positively by teachers can also foster the JP of teachers, along with their IB. JP is “proficiency, that is, how well an incumbent can do the job”, “not how well the incumbent does do the job” (Wigdor & Green, 1991, p. 5-6). Creative (Chang and et al., 2011) and innovative (Zhu and et al., 2013) teaching performance are discussed together with school climate and environment. Meglino (1976) stated that evaluative characteristics of OC and competence in tasks are ingredients of JP. Abdel-Razek (2011) determined a significant relation between the JP effectiveness and the OC dimensions, as well as between the total degree of both performance and climate. Studies also point out the relationship between OC and the concepts related to JP, such as work efficacy (Zhang & Liu, 2010) and productivity (Putter, 2010). This close relationship between OC and JP can be observed in school settings as well. Adeyemi (2006) determined a significant relationship between OC and teachers' JP. Raza (2010) determined that an open climate is positively correlated to teacher performance, while a closed climate is negatively correlated to teacher performance. Whereas on the one hand, OC is conducive to increasing the IB and JP of teachers; the IB of teachers plays a facilitator role in increasing the JP of teachers. Being innovative may help to show better performance at the workplace depending on the willingness to put new ideas into practice. Xerri and Brunetto (2011) stated that IB can be considered as a performance indicator. In order to know in which ways teachers generate new ideas, it is important to examine their IB and professional performance (Messmann, Mulder & Gruber, 2010). Dörner (2012) determined that innovative work behavior positively influences task performance. It was determined in the study by Rhee, Park and Lee (2010) that innovativeness exerts a positive influence on performance. Messmann et al. (2010) examined the characteristics of professionalism under professional knowledge, performance and development and determined that there is a positive relationship between characteristics of professionalism and innovative work behavior of teachers. Aim of the Study The aim of the study is to investigate the relationships among OC characterized by support, cohesion, fairness and pressure, JP and IB of teachers. With this aim, a structural equation model was developed in line with the hypothesis given below: H1. A positive OC characterized by support has a positive effect on the JP of teachers. H2. A positive OC characterized by cohesion has a positive effect on the JP of teachers. H3. A positive OC characterized by fairness has a positive effect on the JP of teachers. H4. A positive OC characterized by pressure has a positive effect on the JP of teachers. H5. A positive OC characterized by support has a positive effect on the IB of teachers. H6. A positive OC characterized by cohesion has a positive effect on the IB of teachers. H7. A positive OC characterized by fairness has a positive effect on the IB of teachers. H8. A positive OC characterized by pressure has a positive effect on the IB of teachers. H9. The IB of teachers has a positive effect on the JP of teachers.

Employee performance scale (EPS). EPS was used to determine self-perceptions of teachers regarding their JP. The four-item EPS was developed by Kirkman and Rosen (1999) and Sigler and Pearson (2000) used the scale afterwards. The scale was adapted into Turkish by Çöl (2008) and the Turkish form of the EPS has been used in different studies conducted in Turkey (Yılmaz & Karahan 2010; Tutar & Altınöz 2010). Examples of the scale items include: “I complete my tasks on time” and “I respond quickly when problems come up.”

Organizational climate scale (OCS). OCS was used to determine perceptions of teachers regarding the climate of their schools. OCS was first developed by Koys and DeCotiis (1991) and was modified by Montes, Moreno and Fernandez (2004). The modified version of OCS was adapted into Turkish by İşcan and Karabey (2007). It consists of 15 items under the five factors of support (4 items), fairness (2 items), cohesion (4 items), recognition (2 items) and pressure (3 items). However, recognition factor was excluded in the present study. Since the effects of OC on JP and IBs of teachers have been examined completely in the context of institutional qualities shaped by administrators, colleagues and the nature of work, it was not intended that individual expectations were reflected when examining these effects. The factor of recognition includes expectations of employees for internal recognition and special praise to each individual. Examples of the scale items include: “I can count on my boss to help me when I need it”, “I have too much work and too little time to do it in”, “There is a lot of “team spirit” among people” and “If my boss terminates someone, the person probably deserved it.”

Innovative work behavior scale (IWBS). The IWBS was used to determine the extent to which teachers display IB in schools. The six-item IWBS was developed by Scott and Bruce (1994) and was adapted into Turkish by Akkoç (2012). The Turkish form of the IWBS has been used by different researchers in Turkey as well (e.g. Çalışkan, Akkoç & Turunç 2011; Çelik 2012). Examples of the scale items include: “I seek out new technologies, processes, techniques, and/or product ideas at work” and “I develop adequate plans and schedules for the implementations of new ideas.”

are (Bentler & Bonett 1980; Brown 2006; Hoe 2008; Hooper, Coughlan & Mullen 2008; Hu & Bentler 1999;

Kline 1998; Marsh, Hau, Artelt, Baumert & Peschar 2006; Schreiber, Stage, King, Nora & Barlow 2006): The

Results, Discussion and Suggestions It was revealed in the relationship structure among OC characterized by support, cohesion, fairness and pressure, IB and JP that teachers showing IB had an effect on JP development of teachers and out of the dimensions of OC, while support and pressure affect the IB of teachers; support, pressure and fairness affect the JP of teachers. The relationship between OC and IB pointed out by the relationships among OC dimensions and IB in the present study has been investigated in different studies. Similarly Imran, Saeed, Anis-ul-Haq and Fatima (2010) determined that 50% variance is explained by OC in innovative work behavior. Al-Saudi (2012) found that the dimensions of OC have a strong relationship with the dimensions of the IB. It was determined in the present study that the pressure dimension of OC has a positive effect on the IB of teachers. This finding is really interesting, since pressure may be thought to cause mostly unwanted results in workplaces. However, the stimulating effect of pressure enabling teachers to concentrate on their work in a more disciplined manner may be the reason for this. Normative and control structures of an organization can also be perceived to be related to the pressure dimension. In parallel with the study’s finding Åmo and et al. (2006) found that the normative dimension has a strong, positive and significant influence on employee’s IB. However, Türker and İnel (2012) determined that perceived individual innovativeness decreases with a higher external locus of control. OC characterized by cohesion was found to have no effect on the IB of teachers in the present study. The dimension of cohesion emphasizes the collaboration, teamwork, relationships and supportive communication among teachers in schools. As opposed to this finding Arif and et al. (2012) found that a supportive communication climate is positively correlated with innovative work behavior. Prajak and

Pongpun (2013) determined that teamwork is among the most important competencies of an innovator.

Meirink, Imants, Meijer and Verloop (2010, p.177) stated that “the temporary, voluntary, and task-oriented

The effect of OC characterized by support on the IB of teachers was another finding of this study. A school environment encouraging high performances can be created through an OC characterized by support. Since school administrators play a part in providing support within the scope of an OC characterized by support, they can give the message that he/she expects high performance from teachers as well as supporting teachers in the areas in which teachers need help and in career development. Similar to this finding of the study, Cingöz and Akdoğan (2011) determined that expected positive performance outcomes are related to IB and expectations for performance positively affect the innovativeness of employees.

When it comes to the effect of OC on the JP of teachers, OCs characterized by support, fairness and pressure were found to have effects on the JP of teachers in the present study. Spruill (2008) determined that OC is correlated to employee performance in accordance with the finding pointing out the relationship between OC and JP. Similarly, Tutar and Altınöz (2010) determined that there is a relationship between perceptions of OC and the work performance of employees. OC is also important in terms of increasing the overall performance of schools through increasing the JP of every teacher. Griffith (2006) determined that organizational performance increases with perceptions of positive OC in public elementary schools.

Although OC characterized by pressure was found to have a positive effect on the JP of teachers in the present study, there are different studies indicating a negative relation between JP and factors related to pressure such as not having autonomy. Parker (2007) determined that JP can be boosted when employees see their roles in different ways and those with highest performance have high autonomy. Bakker and Bal (2010) put forth that autonomy is a significant predictor of performance among teachers. However, in parallel with the study’s finding indicating a positive effect of OC characterized by support, a resourceful work environment’s positive effect on the JP of teachers (Bakker & Bal, 2010) was also found in different studies. In other respects Jing, Avery and Bergsteiner (2011) determined that climate with a supportive characteristic is related to the organizational performance and provides enhanced satisfaction of the organization’s staff as well. These results show that supporting teachers by providing essential resources and environments while creating a supportive climate can increase their performance since the working conditions they need psychologically and physically will have been presented in this manner.

OC characterized by cohesion with an emphasis on relationships among colleagues did not have any effect on the JP of teachers according to the findings of the present study. On the contrary, Gabriel (2005) stated that in order to ensure the productivity of teachers, enabling a teacher community where connections among teachers are available is essential. Bozkurt Bostancı and Kayaalp (2011) determined that the colleagues of teachers contribute to the performance development of teachers. The reason for this converse finding may be that teachers consider their performance from an individual perspective and not depending on the efforts of others for their benefit.

There are various indicators regarding whether teachers show desired performance in schools or not. While some of these indicators are related to instructional subjects such as student achievement and classroom management, some of them are more large-scale, such as taking part in activities contributing to school development. However, there are also some subjects which are indicators of JP, as well as affecting performance in both these areas. In this point, being innovative is regarded as a behavior that is an indicator of performance and increases JP concurrently. The positive effect of the IB of teachers on the JP of teachers was also revealed in this study. It can be concluded that teachers showing IB in schools foster their performance in schools and classrooms. As a similar finding; Aryee and et al. (2012) found that work engagement is positively related to IB and IB is positively related to task performance.

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