美国爱荷华论文代写:组织气候的概念

Keywords:美国爱荷华论文代写

对组织和其他变量，包括员工和他们的绩效、工作满意度、组织气候的概念开始出现在60年代早期，随着Halpin和Croft的工作（1963）在这一地区。该仪器的细化和变质的运动是由他在该领域的追随者进行考虑组织气候与其他变量的关系，为组织效力，行政管理方式，教师的士气、领导行为、年龄、专业资格、工作投入、创新扩散、学校生活质量、社会成熟度学生和老师的有效性。尽管一些学者对组织气候（汤普森，2005；艾伦，2003；2003；沃克维和周，和Johnsrud，到底和Rosser，2000），缺乏学习的开展关于高等教育机构的行政管理人员在组织气候，特别是在巴基斯坦。冷漠是指心理和物理教师对主距。正式程度，保持教师会议，商务会议，紧张的会议议程，建立教师和扣缴结果或教室探访表示主的超然态度坚定的规则。生产的重点是校长的领导行为，其特点是积极监督的程度，在监督作用的自信程度，调度教师的工作，纠正教师的错误，做大部分的谈话，并看到它的教师努力工作。推力涉及主动，充满活力，角色建模方面的校长的行为。个人的驱动力和活力，早到晚，通过努力工作，积极进取，对新的教育发展感兴趣，树立了良好的榜样。考虑的是对待员工作为人。仁慈，人道主义，做为教师个人的支持，帮助他们在他们的工作和个人生活中，站在教师的利益是这方面的校长领导行为特征（哈尔平，1966）。
美国爱荷华论文代写:组织气候的概念
The concept of organizational climate of the organizations and other variables including job satisfaction of the employees and their performance began to be emerged in the early sixties with the work of Halpin and Croft (1963) in this area. The exercise of refinement and modification of the instrument was carried on by his followers in the field took into account the relationship of organizational climate and other variables, as organizational effectiveness, administrative styles, teacher's morale, leadership behavior, age, professional qualifications, job involvement, diffusion of innovations, quality of school life, social maturity of pupils and teacher effectiveness. Even though a handful of researches have been done with regards to organizational climate (Thompson, 2005; Allen, 2003; Volkwein and Zhou, 2003; and Johnsrud, Heck and Rosser, 2000), there is a lack of study carried out concerning organizational climate among higher education organizations' administrative staff, specifically in Pakistan.Aloofness refers to psychological and physical distance of principal from teachers. Degree of formality, holding of faculty meetings as business meetings and having tight meeting agenda, establishing firm rules for teachers and withholding results or classroom visits are indicative of principal's aloofness. Production Emphasis is the leadership behaviour of the principal that is characterized by degree of active supervision, degree of assertiveness in the supervisory role, scheduling teachers' work, correcting teachers' mistakes, doing most of the talking and seeing to it that teachers work hard. Thrust involves active, energetic, role-modeling aspect of the principal's behavior. Personal drive and vigor, arriving early and staying late, setting a good example by working hard and being active and interested in new educational developments are other features of this sort of behavior. Consideration is treating staff members as human beings. Kindness, humanitarianism, doing personal favour for teachers, helping them both in their work and in their personal lives and standing up for the teachers' best interests are characteristic features of this aspect of leadership behaviour of the principal (Halpin, 1966).