Quantitative research techniques are employed by many a researcher to study a process and delve into the answers, and then present them to promote social change. Dennis et al (2013) employs this method by first formulating a series of research questions to guide them in their research. These questions are as follows:
1. Is the quality of the teaching-learning process dependent on the organizational climate?
2. Is there a different relationship between quality of the teaching-learning process and the overall organizational climate vs. the relational organizational climate?
3. Is there any link between the overall organizational climate, the relational organizational climate and teaching-learning process and the experience and educational level of teachers? …show more content…
One of the definitions was by Scarr, Eisenberg, & Deater-Deckard (1994), which explained the essential requirements of a high quality early-education classroom; they being small group size, low student-teacher ratios, and high levels of teacher education ( as cited in Dennis et al .,2013, p.75), all these being structural indicators. On the other hand, the definition of such a classroom by Phillips, Mekos, Scarr, McCartney, & Abbott-Shim (2000) stresses more on process indicators such as encouraging teacher-student relationship and interactions, and developmentally accurate activities and curriculum (as cited in Dennis et al., 2013, p.75). The definition of organizational climate is stated by Dennis et al (2013) as the particular atmosphere of the school setting that has a major influence on the standard and value of the teaching- learning process of the specific school. The researchers, however, failed to define the variables of the
1. Is the quality of the teaching-learning process dependent on the organizational climate?
2. Is there a different relationship between quality of the teaching-learning process and the overall organizational climate vs. the relational organizational climate?
3. Is there any link between the overall organizational climate, the relational organizational climate and teaching-learning process and the experience and educational level of teachers? …show more content…
One of the definitions was by Scarr, Eisenberg, & Deater-Deckard (1994), which explained the essential requirements of a high quality early-education classroom; they being small group size, low student-teacher ratios, and high levels of teacher education ( as cited in Dennis et al .,2013, p.75), all these being structural indicators. On the other hand, the definition of such a classroom by Phillips, Mekos, Scarr, McCartney, & Abbott-Shim (2000) stresses more on process indicators such as encouraging teacher-student relationship and interactions, and developmentally accurate activities and curriculum (as cited in Dennis et al., 2013, p.75). The definition of organizational climate is stated by Dennis et al (2013) as the particular atmosphere of the school setting that has a major influence on the standard and value of the teaching- learning process of the specific school. The researchers, however, failed to define the variables of the