The Impact of School Organizational Climate on the Professional Adjustment of Secondary School Teachers: A Critical Review

Abstract

Professional adjustment and organizational climate play a vital role in shaping the experiences, effectiveness, and retention of secondary school teachers. Professional adjustment refers to teachers’ ability to adapt to their work environment, manage stress, and sustain motivation, while organizational climate encompasses the shared perceptions of policies, practices, and procedures within a school. A positive organizational climate fosters teacher satisfaction, reduces burnout, and enhances overall performance, whereas a negative climate can lead to stress, dissatisfaction, and attrition.

This review synthesizes existing literature on the relationship between professional adjustment and organizational climate among secondary school teachers. Theoretical frameworks such as Maslow’s Hierarchy of Needs, Herzberg’s Two-Factor Theory, and Organizational Climate Theory provide insights into the factors influencing teachers’ adjustment and how the school environment impacts their job satisfaction and performance. Studies suggest that workload, interpersonal relationships, autonomy, and professional development opportunities significantly impact teachers' professional adjustment. Furthermore, leadership styles, collegial support, and resource availability are key determinants of a school's organizational climate.

Empirical findings indicate a strong correlation between a supportive organizational climate and teachers' ability to adjust professionally. Research has shown that schools with democratic leadership, collaborative work cultures, and adequate resources report higher levels of teacher motivation and job satisfaction. Conversely, bureaucratic constraints, workplace conflicts, and inadequate professional development opportunities pose significant barriers to professional adjustment. Studies by Ingersoll (2001) highlight that positive school climates reduce teacher turnover, while Skaalvik & Skaalvik (2010) emphasize the role of supportive environments in lowering burnout levels.

To improve teachers’ professional adjustment, schools must implement policies that foster a supportive and inclusive climate. This includes mentorship programs, opportunities for continuous professional development, and participative decision-making. By prioritizing teachers' well-being and creating a positive work environment, schools can enhance teacher effectiveness, job satisfaction, and ultimately student outcomes.

This review underscores the importance of organizational climate in shaping teachers’ professional experiences and highlights the need for further research to explore innovative strategies for improving teacher well-being. Educational policymakers and administrators must recognize the significance of these factors in ensuring a motivated and resilient teaching workforce.