Role of Organizational Climate for Quality Management in Teacher Education

Abstract

The National Policy on Education (NPE)-2016 expressed its dissatisfaction towards the quality of teacher education system of our country. There are many reasons behind the quality degradation of teacher education system of our country and one of such reasons is poor organizational climate of the institutions. In this context, an attempt has been made to analyze the organizational climate of teacher education institutions in relation to quality management. The present paper has two sections. The first section deals with the theoretical aspects of quality indicators of teacher education and concept of organizational climate with its different types. The next section is an empirical one which was aimed to study the organizational climates of secondary teacher education Institutions. The researcher has used simple random sampling method to select 200 teacher educators from 30 secondary teacher education institutions. The College Organizational Climate Description Questionnaire (COCDQ) prepared and standardized by the researcher was used to collect data. Result reveals that majority of government - aided secondary teacher education institutions posses Paternal Climate followed by Autonomous Climate, Controlled Climate and Familiar Climate. Majority of self- financed secondary teacher education institutions posses Familiar Climate followed by Autonomous climate, Closed Climate, Paternal Climate, Controlled Climate and Open Climate. Out of six types of organizational climate, Open type of climate is considered as the best type to assure quality in teacher education. So it is suggested to modify the behaviour pattern of the principals to make the organizational climate of the institutions more open, which leads to quality assurance in teacher education.