Relationships among school principals' work values, organisational climate and organisational adaptation: Taiwan's 2018 TALIS data

Abstract

Purpose

The educational environment in Taiwan's primary and secondary schools is becoming increasingly diverse and complex. This study examined the relationship between primary and secondary school principals' working values, organisational climate and organisational adaptation.

Design/methodology/approach

Data were collected from the third Teaching and Learning International Survey (TALIS), which targeted 401 principals in Taiwan's primary and secondary schools, conducted in 2018 by the Organisation for Economic Co-operation and Development (OCED). In this study, a structural equation model was constructed.

Findings

The results indicated that primary and secondary school principals generally had positive work values, and their schools' organisational climate and adaptation were positive. In addition, the work values, organisational climate and organisational adaptation models showed good fit for a variety of potential variables. Furthermore, the organisational climate had a mediating effect that strengthened the principals' work values and was a major factor in enhancing organisational adaptation. The results suggest that in addition to principals' positive work values, fostering a cooperative organisational climate—such as the perceived level of support from supervisors and the environment—is essential to enhance schools' organisational adaptation.

Originality/value

The principal's work value has a profound impact on the creation of a school's organisational atmosphere, the cohesion of members' consensus and the organisation's contingency decision-making in response to the external environment. This study adduces more diverse recommendations for the development of school affairs.

Citation

Lin, Y.H. and Chen, C.C. (2023), "Relationships among school principals' work values, organisational climate and organisational adaptation: Taiwan's 2018 TALIS data", Journal of Educational Administration, Vol. 61 No. 6, pp. 586-603. https://doi.org/10.1108/JEA-01-2023-0012