Organizational climate, teachers' interpersonal needs, and pupil-pupil relations in elementary schools

Purpose. This study was concerned with the relationships between and among organizational climate, teachers' interpersonal needs, and pupil-pupil classroom relations in elementary schools. In the hypotheses, significant relationships were postulated between (A) administrator-teacher relations and teachers' interpersonal needs (B) administrator-teacher relations and pupil-pupil relations, (C) teachers' interpersonal needs and pupil-pupil relations, and (D) administrator-teacher relations and teachers' interpersonal needs, in combination, and pupil-pupil relations with the nature of the relationships depending upon the congruency or incongruency of administrator-teacher relations and teachers' interpersonal needs. Procedures. The faculties and principals of 20 elementary schools from four suburban school districts in the Houston, Texas metropolitan area participated in the assessment of organizational climate, ascertained by asking them to respond to the Organizational Climate Description Questionnaire. From the 20 schools, forty teachers and 1192 pupils in fourth and fifth grade level classrooms were randomly chosen for assessment of interpersonal, needs of teachers and classroom social structure, ascertained by asking the teachers to respond to the FIRO-B and the pupils to respond to the Sociometric Test. [...]