1. 1
CHAPTER 1
INTRODUCTION
1.1 Introduction
Malaysia is now moving rapidly towards a developed country in line with Vision 2020. In
order to achieve this, education is the most important platform in the form of an educated
society and the tool to build a world-class education in Malaysia. Vision 2020 is the
brainchild of our former Prime Minister; Dato Seri Dr. Mahathir Mohamed has invited all
Malaysians to think about the reality that to become a developed country, education is one
of the important aspects to be evaluated. It will also bring significant implications to the
educational institutions, primarily school. All the responsibilities of the school's success
are dependent on the credibility of the teacher. Every school should have teachers who are
dedicated to the country's desire to create a world-class education system. Thus, the
quality and enthusiasm of teachers must be nourished and cared for from time to time to
insure that all teachers make full dedication in upholding the ideals of the country. There
are various factors that became the catalyst for teacher’s commitment and dedication
towards a better school. Organizational climate is one of the factors that contributed to
teacher’s commitment.
According to Loukas and Murphy (2007), Organizational climate, is an organizational
condition that defines as the philosophy, social network and resources of a school. It can
infinitely dissimilar to one another. Urban & Scho (2006) stated organizational climate as
the foundations that can transforms the academic performances, the self-efficacy and way
of administration in the learning conditions .Schools that provide a conducive condition to

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the teaching and learning process consider having a healthy school climate. School with
healthy climate will make everyone in it feel happy whenever they came to the school.
The definition of happiness may be different for each of every individual and
organization. A calm and cozy school plays a significant part in the process of teaching
and learning. In many fields, a school that holds such a climate considered as possessing a
safer school climate. Other than that, school climate is responsible for putting together a
good learning environment. This phenomenon occurs because most of the students come
from a different social economic background and experience been in a group, their
behavior depends on the protocol that established by the teachers and administrators.
School which functions as focused on societies where unique beliefs are essential and
personality growth is in line with the academic achievement.
From a larger perspective, an effective school must have good management of climate.
The character and atmosphere in school is the outcome of interaction between teachers,
pupils and community found in the schools in whole. A healthy school climate will create
a good collaboration between the member of the public that will bring the administrators,
teachers, parents and student together in a shared commitment.
The roles of school climate is not only connected with the personality and academic
development of student but a healthy or unhealthy school climate will also influence
teacher’s performance as well. It is known that the organization climate is the components
that will transform features of enthusiasm (Gilman and Anderman, 2006). Along with
climate, an organizational commitment also plays a significant role in order to reach the
school goals and values.

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According to Cambridge Dictionary (2014), Commitment or responsibility or obligation
can be definite as the excellence of being devoted to a cause of activities. It is also known
as an commitment or responsibility that limits the self-determination or action. According
to Reihl & Sipple (1996), the commitment drives beyond reliability to an organization, it
contains passing on one’s self to teacher commitment persuading student accomplishment.
Commitment is when one’s experiences, responsibilities for the outcomes of their works.
Development of the country is depends on the success of the education system. Therefore,
education is nowhere without teachers role and commitment. Commitment of teaching has
been described in diverse ways. Without educator the education system will be lamed.
Teachers play a crucial role towards the student learning process. It is said that the good
performance of students depends on how good and effective are their teachers. If
something were done on the superior’s order, personal control over the tasks assigned or
efforts of other people, the result is not attributed to one’s own efforts. Teachers, receiving
the administrative aimed is more dedicated towards school objectives and qualities.
According to Day (2008), Teachers commitment has been established as the predictor of
teacher attrition, turnover and absenteeism. School can be more effective and successful
when there are teacher who committed to their job. Teacher commitment is an important
factor that will decide the outcome for teachers. Teacher commitments were divided into
two which are Professional Commitment, commitment towards their profession and
Organizational Commitment, commitment to the organization..
Apparently, teachers' commitment has become a component of a successful school and an
organization. Idea and decision making is a part of school climate that has been quoted
regularly as a predictor of teacher’s commitment (Park, 2005). With good school climate,

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students and teacher will be more motivated and committed at the same time teaching and
learning activities will goes well as planned.
Consequently, it is very crucial although school climate plays pivotal roles towards
teacher’s commitment in school. Either there is a negative or positive impact of school
climate on teacher’s commitment. Are healthy school climate gave a good impact towards
achieving school goals and value? Regardless of whether it is a negative or positive
impact, teacher’s commitment can effect student achievement and helps to achieve the
school goals
1.2 Background of the Study
This paper focused on a way how school climate influences teacher commitment,
motivation and gratification in their works. School culture and climate are two common
concepts for evaluating the school’s atmosphere. As both of these concept shared common
descriptor and usually confused of being identical. Though hard to describe, culture is
well-defined by the ethics and theories that workforces have towards organization while
climate is define as traits that brings organization separately from another and completely
affect the performance of the workers within that organization. For culture, scholar used
qualitative technique to evaluate the culture through sociological studies and ethnography,
while school climate use multivariate statistics and social psychology to evaluate
environment over organization’s outcome.
Hoy and Hoy (2006), conclude school outcome are related to school climate. The
climate’s study is meant at understanding its result on consequences to articulate strategies
for modification. There are two unconnected outlines. The two outlines are openness and

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health for the examination and dimension of school climate. Teachers, receiving the
administrative roles are more committed towards school objectives and abilities.
According to Tsui & Cheng (1999), the quality of an education system and profession of a
teacher within the system mainly depend on the teacher who Teacher commitment has
been identified as one of the most vital elements that affect teacher commitment
(Hubermen, 1993). The researcher believes that school climate have a big impact on
teacher’s commitment. Commitment is associated with greater job effort and involvement
(Mowday et al., 1979. A school with commited teacher is more likely to have a prositive
school climate (Reihl &Sipple, 1996). In order to achieve this goal, the maximum
potential of teachers must be realized by the school administrator. The key element of this
research is to identify the connection among school’s climate and teacher’s commitment
There are two separate framework that been used to analyze the school climate. They are
openness and healthy climate. Organizational Climate Description Questionnaire (OCDQ)
was devised to measure the school climate. It also use to measure the school climate either
it was an open or closed climate. It is depend on teacher’s perception of the organization
to determine the openness of school climate. These also based on the connection among
teacher communications among them and with the school administrators. Teachers
working in a climate of openness are more likely go further and effort for the
accomplishment of the organization. Indoor climate is labeled as unfriendly, closed, and
most probably to fail in terms of increasing the organization.
The Organization Health Index (OHI) was then formulated by Hoy & Feldman (1987) to
measure the school’s health. Hoy and Tarter (1992) describe a healthy school as one that
is secure from outside effects and pressure. Educator in a strong school climate is

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dedicated to their work to attain goals and indirectly the student also motivated and
respect the other student’s achievement. This is contrast to unhealthy school climate,
which the student and teacher also feel demotivated due to ineffective supervision.
Overlapping concept of openness and healthy leads to the creation of Organization
Climate Index (OCI).The OCI is the mixture of OCDQ and OHI, considered determining
the level of openness and healthy climate of the school. The dimensions of OCI are:
achievement press, professional teacher behavior, collegial leadership, and institutional
vulnerability. Thus, this paper is to provide the relationship of school climate and
teacher’s commitment.
1.3 Statement of the Problem
In this world of globalization, development of this nation is dependent on how good is the
education system. However, without teacher playing a role in ensuring the achievement of
their student, education is nowhere. Thus, the excellence and presentation of teachers have
been an intensive and concern education (Ballou & Podgursky, 1997; Hong Kong
Government, 1992). In these days we always read and hear about the teachers' problem
about their passion and enthusiasm for their jobs. Without passion and enthusiasm in their
heart, this will affect their commitment in developing student’s performance. According to
Czubaj (1996), when a teacher is ambitious and loves the job, the student not only learns
content educate via the educator, they might also inspire towards knowledge. Earlier study
has been stated on the requirement for creating a conducive climate or environment to ease
teacher’s commitment. The impact of optimistic school climate will affect the behavior of
those in the organization. This study is suitable for school to influence and describe its

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own climate to discover the factor that will influence to their school effectiveness. Since
there are various results on the relationship of organizational climate and teacher’s
commitment, thus another study should be carried out to conclude the exact relationship of
school climate on teacher’s commitment.
1.4 ResearchObjectives
The objectives of this study are as follows:
1.4.1 To gauge overall “openness” of the school climate in primary school in Malaysia
1.4.2 To investigate the levels of teacher commitment in primary school in Malaysia
1.4.3 To determine significant relationship between school climate and teacher
commitment in primary school in Malaysia
1.4.4 To investigate relationship between the four dimensions of Organization Climate
Index (OCI)?
1.5 ResearchQuestions
The research question of this study is as follows:
1.5.1 What is the overall “openness” of the school climate of primary school in
Malaysia?
1.5.2 What are the levels of commitment among teachers in primary school?
1.5.3 Is there any relationship between the four dimensions of Organization Climate
Index (OCI)?
1.5.4 Is there any significant relationship between school climate and teacher’s
commitment?

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1.6 Significance of the Study
Firstly, this study of an impact of the organizational climate and teacher’s commitment is
to identify if there is a relationship between school climate and teacher commitment.
Precisely, the four scopes of the OCI and their association to teacher commitment as
measured by the OCDQ.
As claimed by Hoy and Tarter (1997), openness and healthy school climate is the strong
predictor to strong organizational commitment but the OCI has four dimension that related
to school climate. Therefore the question this study is to see the overall openness of
school climate and also to determine whether the four dimension of OCI are related with
commitment independently or not.
There has been little research that has been conducted using OCI index. Smith (2009),
examined school climate and teacher commitment using the OCI and the OCQ, but he
was using a small sample .Therefore this study will try to expand the sample size and
use the simple version of OCI.
This study also may provide can help the school administrator to know on how to
determine their school climate and how it can help to increase their teacher’s
commitment. On the other hand, it’s also important to know if there any significant
impact of school or organizational climate on teacher’s commitment as it’s important
for the organization effectiveness. Thus, school administrators would have the
opportunity to officially apply these in their own school as it might enhance their
teacher’s performance that leads towards an excellent school performance.

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1.7 Limitation of Study
This study was conducted in one of the primary school in Shah Alam, Malaysia. First
limitation of this study is the sample size. The sample is too small and consist only 63
teachers from only one primary school in Section 17, Shah Alam. The sample size was
small to make an assumption on the impact of organizational climate on teacher’s
commitment.
Secondly, this study is using the online questionnaire that has benefit of being able to
reach the respondent easily and inexpensively, but this also one of the limitations in this
survey. Even though the questionnaire was conducted in one school only and the
questionnaire was privately published in the school Facebook page .The problem that
occurred is not all the respondent adept in using the online questionnaire. Some of the
senior teacher doesn’t have the internet connection in their house and some of them don’t
even have a Facebook account. Therefore the researcher need to distribute the
questionnaire in traditional way.
The last limitation is the place that the study conducted. The researcher samples only
made up for teachers only. Because the study is conducted for teachers, thus the sample
cannot be the representative from other organization, except school. Conclusion can only
be made on teacher’s perception towards the organization climate but not the perception
from other organization.
1.8 Operational Definitions
The operational definitions are as follows:
1.8.1 Impact

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According Oxford Advance Learner’s Dictionary Online (2014), impact is defined as the
activity of one object coming forcibly into contact with another or a marked influence or
force. While according to Cambridge Dictionary (2014), impact is a powerful
impression that something, especially something new, has on a situation or
individual. In addition, impact is a way of measuring changes from an intervention or
development plan (Wikipedia, 2014). The purpose of this research impact refers to the
organizational climate impact on teacher’s commitment. Impact in this term includes the
school’s performance and student development.
1.8.2 Organizational Climate
According to Wikipedia (2014), Organizational Climate or also known as Corporate
Climate is the procedure of measuring the “culture” of an establishment; it brings together
the idea of organizational culture. It is a set of possessions of the work setting, professed
directly or indirectly by the workforces, that is presumed to be a main authority in
persuading employee performance. Both of this climate and culture are the important
aspect of the whole concept, environment and condition. In this study, organizational
climate refers as the descriptor or the determinant of teacher’s commitment.
1.8.3 Teacher’s Commitment
Teaching is very complex and exacting profession. Teachers’ commitment is shaped by
teachers’ working conditions (Firestone & Pennell, 1993).Commitment of teaching has
been analyzed in multiple ways. To sustain their vitality, eagerness for the work, the
teacher needs to maintain their individual commitment to the job (Day, 2000). According
to Bryk & Driscoll (1998), greater teacher commitment has a optimistic influence on
student accomplishment, and student effort (Louis, 1998). In this research, the researcher

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found that on management has acknowledged teacher commitment as the most effective
pathway of school achievement.

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CHAPTER 2
LITERATURE REVIEW
2.0 Introduction
This study explores the impact of organization climate on teacher’s commitment in school.
The main objective of this chapter is to analyze and review the past studies and obtain
information on school climate and the impact social climate on teacher’s commitment.
This is followed by deeper discussion on the on school climate. The second part was
focused on the discussion of teacher commitment. The last two parts focused on the theory
and research on previous study. Therefore this chapter intends to examine the impact of
organizational climate on teacher’s commitment in school.
2.1 Organizational Climate
In today’s globalization era, some organizations are truly handling their own very well.
They effectiveness of the organizational climate can meet the client beliefs, sustain worker
efficiency, and update to gain a competitive advantage. In order to maintain the company
reputation, they are promoting a positive organizational climate in a negative economic
one. Even though, making an optimistic organizational climate is not a fresh idea, now it
has grown a group imperative nowadays. As development reduces and profits lag,
companies are analyzing key metrics of their climate. Afterward, a healthy climate raises
member inspiration, catalyzing performance.
Organizational climate is one of the aspects that might inspire the involvement of the
employee. Organizational climate also describe as the characteristic of the school and
conceptualizes it along continuum from open to closed” (Halpin &Croft, 1963).

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Organizational climate is considering the measurement of one’s relationship with superior
and other employees. School climate has been examined with various variables. Hoy and
Ferguson (1985), climates has been researched with school life, teacher morale, and
strength. Meanwhile, six aspects of school climate have been studied by Tarter, Hoy and
Bliss (1989) consists of supportive principal behavior, directive principal behavior,
principal influence and resource support.
In the past school climate has been used to predict of teacher commitment, but the present
study, few measured student affairs as a characteristic of school climate (Huang and
Waxman, 2009).
In May 2014 in a paper presentation in Taiwan Academic, W. K. Hoy stated on three main
school climates which are humanistic, open and healthy climates. Optimism, Control
Perspective which is also stated by W. K. Hoy as Continuum from Custodial to
Humanistic is watchful mistrust and autocratic control are the serious features of a secure
perspective. Humanistic School Climate is optimistic about students and teachers have
open and friendly relations with students. Teachers and students are prepared to act on
their own choice and take accountability for their activities.
Openness Perspective which is known as Continuum from Closed to Open. The Closed
School Climate is one imbued with game playing, close teacher supervision, teacher
apathy, and low morale. The Open School Climate is one anchored in authentic, open, and
transparent interactions among faculty members, supportive supervision, & high morale.
From his presentation also he stated on Perspective on Health of Interpersonal Relation
which was also labeled as Continuum from Unhealthy-Healthy. The Unhealthy School
Climate is imbued with conflict and poor interpersonal relations. The Healthy School

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Climate is one in the interpersonal relations between teachers, teachers and administrators,
and teachers and students are positive-good interpersonal relations.
To construct extra optimistic and employee-centered climate, these steps maybe can helps
an organization (Hellriegel and Slocum (2006) :
 Communication – how often and the types of means by which information is
communicated in the organization
 Values – the guiding principles of the organization and whether or not they are
modeled by all employees, including leaders
 Expectations – types of expectations regarding how managers and behave and make
decisions
 Norms – the normal, routine ways of behaving and treating one another in the
organization
 Policies and rules - these convey the degree of flexibility and restriction in the
organization
 Programs – programming and formal initiatives help support and emphasize a
workplace climate
 Leadership – leaders that consistently support the climate desired
In 2003, Hoy, Smith and Sweetland (2003) had developed an instrument, The
Organizational Climate Index (OCI) to understanding the relationship of teachers’
commitment to school climate.. It can be summarized from the Figure 2.1
Figure 2.1 Dimensions of Organizational Climate Index by Hoy, Smith and Sweetland
(2003)

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2.2 Teacher’s Commitment
A development of a country depends on its education system. With a good education
system that's available in one’s country, it can help to produce excellent peoples. Without
a teacher, who playing an important role in an education system, it will be nowhere.
Teacher plays a significant role in conserving of national education system, especially in
the student’s learning process. It is said that good performance student depends on upon
the potency of their teacher. According to Medley and Shannon (1994), as professional,
teacher needs to be appropriate role models and expose to their student a commitment to
scholarly value and to lifelong learning. It is known to be related to teacher effectiveness
(Medley and Shannon, 1994).
The strength of any profession in the world depends on the dedication and commitment
given by its member. Teaching is no exception. It is depend on the commitment given by
the organization members to achieve the goal and purpose of the education system.
Regardless of the hard work among brilliant leaders in a school, achieving school
objectives hang on a better accepting of the fundamentals, growth of a educator’s
commitment and also an environment (Dannetta, 2002). For a teacher, it's important to
understand teachers’ level of commitment because it is reflecting on how far they absorb
and understand the meaningful of their job are. In order to fully understand about the
study of teacher commitment, they need to be understood on what is really intended by
means of the term.
According to Leithwood, Menzies, & Jantzi (1994), explanations of teacher commitment
vary on the situation in which it is considered. Commitment requires psychological
conditions that place a person closely connected with or intend to be with. The teaching

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profession is a job that is related to roles, responsibilities, character attitudes and qualities
of a teacher. Teacher is the driving factor that will increase the level of student excel.
Without a good and committed teacher, the education system will be undermined.
Commitment of teachers is a pillar in the success of the school. Teacher commitment has
been acknowledged as one of the most serious features for the prospect success of training
and schools (Huberman, 1993). As a committed teacher, they need to carry out their work
whole heartedly, and also must be ready to bear with all the consequences that are suitable
with the values of the profession that they choose.
Commitment to a teaching career is one of the categories. Commitment to the work or job
is normally the level to which one holds an optimistic, sentimental connection to one’s
work (Coladarci, 1992; Rosenblum & Firestone , 1988). Student learning is the third
category stated by Kushman (1992). The focal point on student development shows how
the dedication and loyalty of the teacher, regardless of specific issues such as social
background and learning difficulties
According to Allen and Meyer, (1991), the ideas about teacher commitment assume that it
is multi-dimensional. These dimensions are measured to be extraneous to the teacher, but
interconnected and have more or fewer impact on each other. Loyalty to the society
generates a sense of community, attachment, and especially concerned among adults
within the schools and facilitates combination between private life and workplace life
(Louis, 1998). Teachers' commitment may also vary depending on the aims prescribed by
the organization. Therefore, it is important for a teacher to understand set of individual
commitment and act according to what is stipulated in accordance with established
organizational aspects.

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This assertion is supported by Tyree, (1996), understanding the orientation of a person’s
commitment is critical, every bit a teacher may act contrary, according to those
characteristics of the occupation and the governing body which they are committed.
In the conceptualization of teacher commitment, its concentrated utterly on external
extents and discovers the connection between teacher desires, morals and principles, and
teacher commitment in a means that characterizes teacher commitment as an extremely
individual way of expecting the self and its relationship to teaching.
Education will be a one of the most important fundamental in someone's life. It cannot be
traded in the academic market. With the globe moving through an epoch of globalization,
commercialization and privatization, we can see that education used as merchandise that
can be sold for profit. Pupils are not merchandise or the end product. School can never be
a factory and teachers can never be technocrats. Commitment among teachers and their
performance is empirically tested, analyzed and explained .Humanistic approach is a must
in teaching and learning process.
Teaching is very demanding and complex task and teacher need to engage to their work
with not only their head but also with their heart (Day, 2004). It is necessary for a teacher
to emotionally commit to their job. Teacher with great commitment shows that the
teachers establish a firmer connection to their schools, work tougher, and express extra
aspiration to convey out the goals of schooling than teachers with low obligation.. School
can be more effective when there are dedicated and committed teachers. Therefore, the
school management played the most significant roles in creating a conducive environment
that will create a committed teacher and then it will contribute to the student’s
achievement and behaviors.

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2.3 Self –Actualization (Abraham Maslow’s Theory)
Figure 2.2 : Abraham Maslow’s Hierarchy of Needs
Self-actualization is the phase that needs to be considered by the teachers. Self-
actualization is the highest peak in the hierarchy of needs. It is related to intrinsic
motivation. However, the school leaders need to make sure that the basic needs of the
teachers are fulfilled. It is important for the teachers in order to let them go to the next
level. According to (Ambrose, 2002) stated that the Hierarchy of Needs has accepted
universally whereby there are a number of studies has been done to discuss further on this
theory.
The basic needs of the teachers have to be fulfilled. Before the teachers can reach to the
self-actualization stage, the leaders have to make sure that the previous stage which is self-
esteem need to be catered (Maslow, 1971). If the need of self-esteem is not fully satisfied,
the teachers are not able to expand their true potentials. It is because they are not really
confident with themselves yet.

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The need to feel safe is an essential component of the school climate. It is also a part of
the human needs too (Center for Social and Emotional Education, 2010). The essential
components for a safe atmosphere of a school contain social, emotional, intellectual and
physical safety needs. A school that is able to offer a safe environment is capable to
provide a healthy growth of students in term of social, emotional and academic (Devine &
Cohen, 2007).
In addition, Shoen and Teddlie (2008) summarized that the accomplishments of the needs
will bring the success to the school. They also held a belief that self-actualized is only can
be achieved once the people in the school are competent to fully utilize their talents. Heller
(2002) and Rooney (2003) believed that the teachers and students can be performed
outstandingly and efficiently if all their necessary requirements are satisfied.
As conclusion, self-actualization allows the teachers to explore their own potentials. To be
a self-actualized teacher, the teachers are required to admit and accept their own strengths
and weaknesses. It requires a strong commitment from the teachers to achieve the level of
self-actualization.
2.4 Researchon School Climate
A positive school climate has been related with fewer social and emotive problems for
pupils (Kuperminc et al., 1997). Previous research has initiate that a positive school
climate can produce helpful informative and psychological results for students and school
workers; likewise, a negative climate can avoid optimum knowledge and growth
(Freiberg, 1998; Johnson & Johnson, 1993, 1997; Kuperminc et al., 1997; Kuperminc,
Leadbeater & Blatt, 2001; Manning & Saddlemire, 1996)

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The factors determined a school’s climate is unique and complicated. A few studied has
been conducted and they recognized the following element that effect school climate are
number quality of interaction between adult and student (Kupermine, Leadbeater, and
Blat, 2001), academic performance (Johnson Jonson, 1993), Student and teacher
perception of their school‘s climate (Johnson, Johson Zimmerman, 1996), Feeling
safeness and school size (Freiberg, 1998)
and sense of faith and honor for student and teacher (Manning &Saddlemire, 1996).
A positive school’s climate believed to provide a good environment that can enrich both
on professional and academic growth. School Climate Profile is widely use to measure the
school climate (Charles F Kettering Ltd). In survey, eight subscales (Figure 2.3) were
found as the General climate factor. (Johson &Johnson, 1997).

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Figure 2.4 : Eight subscale of General Climate Factor
2.5 Conceptual Framework
The conceptual frameworkforthis studyasfollow:
Respect
Trust
High
Morale
Oppurtunity
For Input
Continuous
AcademiC and
Social Growth
Cohesiveness
School
Renewal
Caring
Teacher’s
Commitment
Organization’s
Climate
AchievementPress
Teacher’s behavior
Principal‘s Behavior
Climate’s Factor

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CHAPTER 3
RESEARCH METHADOLOGY
3.0 Introduction
This chapter will discuss the following; Research Design, Population and Sample,
Instrumentation,Data Collection and Data Analysis Plan.
3.1 ResearchDesign
This study is using a quantitative approach. In this study the survey research had been
employed. By utilizing the survey research, it will be more appropriate and worthy as the
researcher can collect the data and the data from the selected sample. This design was
meant to gauge overall “openness” of the school climate in primary school in Malaysia, to
investigate the levels of teacher commitment in primary school in Malaysia, to determine
significant relationship between school climate and teacher commitment in primary school
in Malaysia and to investigate relationship between the four dimensions of Organization
Climate Index (OCI)?. Teachers from Sekolah Kebangsaan Seksyen 17, Shah Alam have
been selected as sample of this study and set of questionnaire was used as the mechanism
in this research to collect the data required. According to Bird (2009), “the questionnaire
is an established instrument to acquiring more information on participant characteristic,
behavior in future and past, attitudes and their purpose for acting with respect to the
topic under investigation

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3.2 Population and sample
The population for this study wills the teacher in primary school in Shah Alam. As
mention by Neyman (2003), subject collection is defined as the standards and normal used
for the purpose of the suitability of presence of subject in research procedure. In this
research, the researcher had used the non- probability sampling. Non-probability sampling
is not a random selection method. In this process of non –probability sampling, the sample
involves do not have equal probabilities of being selected by the researcher. Furthermore
Castillo (2009) stated that, in non-probability sampling procedure, the sample are choose
based on the decision by the researcher itself and availability of the sample.
This research also conducts a purposive sampling, which targeted on particular group of
people or sample. For this research, the teacher, who are the respondents are the teacher
from SK.Seksyen 17, Shah Alam. This sampling technique is chosen as the objective of
this research is to investigate the impact of organizational climate on teacher’s
commitment in school. The entire respondent consists of male and female teacher and the
sizes of this study are 63 respondent.
3.3 Instrumentation
The instrument used for a data collection in this study is questionnaire. In order to carry
out this research, the researcher conducts a questionnaire which was divided into three
sections. First section of this questionnaire was Section A, this section was deal with
demographic questionnaire and Section B was regarding the school’s climate related
questions, while in Section C the researcher concerned on teacher’s commitment.

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In the first section (Section A), the researcher was deal with demographic information.
Total of 11 questions was asked in this demographic section. The questions are included
gender, age, race, teaching experience and qualification. The demographic questions are
important in order to gather the meaningful data.
In Section B, the question is regarding the school’s climate. Thus, Organizational Climate
Inventory (OCI) by Hoy, Smith & Sweetland (2003) used by the researcher in this section
According to Hoy, Smith, & Sweetland (2003), OCI is a measurement for a descriptive
climate of an organization (school).Total of 30 question was asked in this section whereby
four dimensions that can be analyzed by using the OCI. The dimensions are
institutional vulnerability, collegial leadership, professional teacher behavior, and
achievement press.
The final section, Section C relates to the teachers’ commitment. Hence, it was measured
by Organizational Commitment Questionnaire (Mowday, Steers, & Porter, 1979). There
are 9 questions that have been asked to measure the teachers’ commitment in this research
The description of each section shows in Table 3.1.
Some of the modifications have been done to the instrument without losing much
originality. The items in OCI were scored from rarely occurs, sometimes occurs, often
occurs and very often takes place. In addition, the items in OCDQ utilized five Likert-
Scale responses from Strongly Disagree to Strongly Agree
The description of Likert-Scale Process shows in Table 3.2

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Table 3.1 Description of Questionnaire
Section Descriptions Number of Items
A
Demographic
This section is the general question of
demographic data of the respondent such
as age and gender. There are also
additional information such as education
background and experience in teaching
11 items
Question 1-11
B
OCI
This section consist several question that
are related to school’s climate, whereby
related to four dimension of school climate.
These section would help to identify the
school’s climate
30 items
Question 12-41
C
OCQ
To section is to measure the teachers’
commitment. In this section, it’s sought to
answer the second research question
regarding teacher’s commitment.
9 items
Question 42-50
Table 3.2 Likert –Scale Response Categories
Level of Responses Score
Strongly Disagree 1
Disagree 2
Neither Agree Nor Disagree 3
Agree 4
Strongly Agree 5
3.4 Data Collection
The questionnaire designed by the researcher is to gather all the data related to this
research.. This questionnaire would take about ten to twelve minutes to be finished and
short briefing was given by the researcher about the objective and what are the

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questionnaires all about before its start. The questionnaires had been distributed during the
weekdays. Some of the questionnaires had been handed out during the recess time and
some of them had been distributed while waiting for the curriculum activities to be taken
up. The researcher monitored the respondents to facilitate them if necessary. After the
respondents filled out and completed the questionnaires, the questionnaire was
collected by the researchers.
The process of the data collection was as follow:
The researcher designs the questionnaire. The questionnaire divided into three sections;
Section A: demographic, Section B: school climate and Section C: teachers’
commitment.
Respondents: The 63 of primary teachers from a school Shah Alam had been selected to
be the sample.
Questionnaire’s distribution: The questionnaires were distributed during the weekdays,
working hour; during the recess and before the curriculum activities start.
The process of the survey:
1. The researcher gave a short briefing overall on the objective of the questionnaire
2. The questionnaires take about eight to twelve minutes to answer.
3. The researcher monitored the respondents and helps the respondents if
necessary.
4. The researcher collected the once the respondent complete the answer.

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3.5 Data Analysis
All the data gained from the questionnaire were gathered and analyzed to provide answer
to the research question for this research.
The data was analyzed by using Statistical Package for Social Science (SPSS) software.
SPSS was an effective ways to analyze the data because it could analyze faster than
any other programs. Moreover, this SPSS software is the more compatible for survey
research. In this system software, the data will be key in and descriptive statistic is used to
analyze and interpret the data collected.
Table 3.3 Summary of Data Analysis
Research Objective Section Analysis
To gauge overall “openness” of
the school climate in primary
school in Malaysia
Section B
(Question 12-20)
Data Analyze to frequency, mean
and Standard Deviation of each
item.
To investigate the levels of teacher
commitment in primary school in
Malaysia
Section C
(Question 42-50)
Data Analyze to frequency, mean
and Standard Deviation of each
item.
Section C Open Ended Question was
analyzed based on respondent
perception.
To determine significant
relationship between school
climate and teacher commitment in
primary school in Malaysia
Section B
(Question 20-30)
Data Analyze to frequency, mean
and Standard Deviation of each
item
To investigate relationship
between the four dimensions of
Organization Climate Index
(OCI)?
Section B
(Question 20-30)
Data Analyze to frequency, mean
and Standard Deviation of each
item

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Thus , by using SPSS software, a descriptive statistic about all item were analysed.The
quantitative data from each section were analyzed and presented in chart and table. For the
open ended question the researcher will based on the respondent answer and will analyzed
them. After the researcher has determined the data based on positive and negative
inclined, the data will key in and analyzed.

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