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Title EFFECTS OF ORGANIZATIONAL AND PERSONAL FACTORS ON SCHOOL TEACHERS’ PSYCHOLOGICAL SAFETY

Author(s) Sana Shahid

Abstract The current study aimed to investigate the effect of organizational and personal factors on school teachers’ psychological safety. The primary objective was to examine the effect of organizational factors (leadership behavior, organizational culture & team effectiveness) and personal factors of teachers (gender, generation type, organizational tenure, employment status and professional experience) on their psychological safety. The moderation effect of team effectiveness (goals, roles, processes and interpersonal relationships) on the relationship between leadership and psychological safety was also analyzed. The study population was delimited to O/A level school teachers of the private sector within the geographical limits of urban Islamabad, Pakistan, out of which 600 teachers from 46 schools were surveyed using structured questionnaires. The instruments used for data collection were standardized scales: The Managerial Grid, Psychological Safety Scale, Team Effectiveness Questionnaire and Organizational Culture Scale. The results indicated that organizational culture and leadership had a significant effect on psychological safety of school teachers. Further analysis on effects of personal factors on psychological safety showed a significant effect of generation types and employment status of teachers on their psychological safety and no effect of gender, professional experience and organizational tenure. Additionally, team effectiveness not only significantly moderates the relationship between leadership and psychological safety but also has a significant effect on psychological safety. The study concluded that teachers’ psychological safety is significantly affected by factors at both organizational and personal level. School leadership is recommended to provide organizational culture that is collaborative, values teamwork and synergy with high psychological safety, and train leaders to focus on both task and relations within teams. Teacher teams may be assessed for increasing team effectiveness by ensuring clarity in team roles, goals, processed and developing inter-personal team relations. Practitioners are recommended to provide trainings to educational leaders on managing different generation types at the workplace. Furthermore, providing permanent employment status or fixed term contracts to teachers on probation may also increase their psychological safety.

Type Thesis/Dissertation PhD

Faculty Social Sciences

Department Education

Language English

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