School organizational climate, teacher resilience and fairness perceptions in a Chinese village junior high school

This dissertation examined the interplay between school organizational climate, teacher resilience, and fairness perceptions in rural junior high schools in Yunnan Province, China.The study employed a comprehensive quantitative descriptive research approach using structured questionnaires to collect data from 385 teachers across six township middle schools.Specifically, this study described the profile of the respondents in terms of sex, age, highest educational attainment, and length of service; identified the school organizational climate in terms of appraisal recognition, curriculum coordination, discipline policy, goal congruence, participative decision-making, and supportive leadership; assessed teacher resilience as to personal competencies and persistence, spiritual influences, family cohesion, and social skills and peer support; determined fairness perceptions as to innovative behavior, support for innovation, and resource supply; tested the differences in responses when grouped according to profile; tested the significant relationship between school organizational climate, teacher resilience, and fairness perceptions; and proposed a faculty development program enhancement.The results indicated that majority of the respondents were female aged 26-35 years old with Bachelor's degree having 6-10 years length of service.Most of the respondents agreed on indicators of school organizational climate, teacher resilience and to fairness perceptions.It was found that there were significant differences on responses when grouped according to sex which implied that female have better assessment than others but when grouped according to age, major, and length of service, no significant differences were found.As to the relationship among school organizational climate, teacher resilience, and fairness perceptions, results showed highly significant differences.Recommendations for policy and practice were provided to improve the educational environment and support teacher development in rural schools.