Professional well-being and learning: a study of administrator-teacher workplace relationships

Abstract

The study of workplace relationships in schools has been important since the phenomenon of school organisational climate was first identified in the 1960s by Halpin and Croft (Halpin 1966). They developed a reliable and well-respected instrument for describing and measuring climate called the Organizational Climate Descriptive Questionnaire (OCDQ). This was based on teachers’ perceptions of eight types of peer and administrator/peer interactions, different combinations of which constituted six categories of climate from ‘open’ to ‘closed’.