In any
organized set up, specific functions are allotted to each and every member in
order to achieve the fundamental objectives and goals of such an organization.
Among other factors that assist the smooth realization of those goals of
organization, is a favorable and good organizational climate. It can assure the
realization of the requirements and interests of the members who make-up the organization
(Idogho, 2006).

Organizational
climate is the thoughts and feelings of employees towards their organization
which has great influence on their working means and contributions and it
affects the performance of the employees in any kind of organization. Organizational
climate comprises of different aspects of the work and social environment that
are deliberately perceived by the members of organization. (Patterson et al
2004).

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Organizational
climate includes all those behaviours that allow pleasant interpersonal
relationships among members of institution or an organization. It allows cooperative
human activities in which members of both non-academic and academic, interact
for the purpose of realizing set objectives and goals.

The
faculty members with high quality, adoptability to changes, team work, high
level of motivation, involvement with professional values and open to personal
growth compose the most crucial resources of business schools. The faculty
members are influenced by organizational climate by virtue of being social,
cultural and ethical values. The level of organizational climate is
significantly contributed to the performance of faculty members in business
schools. Hence, the present research is attempted to study organizational climate and job
performance of faculty members in business schools in Tamil Nadu.

2. METHODOLOGY

            The
present study is carried out in Tamil Nadu state. The faculty members of business schools are chosen by
employing random sampling method. The data are collected from 150 faculty
members through structured questionnaire. To know the socio-economic status of faculty members of business schools, percentage
analysis is done. To study the dimensions of organizational
climate in business schools, mean and standard
deviation are worked out. To study the difference between socio-economic status of faculty members and
organizational climate in business schools, the ANOVA (Analysis of
Variance) test is done. To
examine the relationship between dimensions of organizational
climate and job performance of faculty members of
business schools, the correlation analysis is carried out.

3. RESULTS AND DISCUSSION

3.1. SOCIO-ECONOMIC
STATUS OF FACULTY MEMBERS OF BUSINESS SCHOOLS

The socio-economic
status of faculty members of business schools was analyzed and the
results are presented in Table-1. 

Table-1. Socio-Economic Status of
Faculty Members of Business Schools

Socio-Economic Status

Number of Faculty Members

Percentage

Gender

 

 

Male

89

59.33

Female

61

40.67

Age Group

 

 

25 – 30 years

29

19.33

31 – 40 years

63

42.00

41 – 50 years

45

30.00

More than 50
years

13

8.67

Educational Qualification

 

 

M.B.A.

77

51.33

M.Phil.

30

20.00

Ph.D.

43

28.67

Designation

 

 

Assistant
Professor

93

62.00

Associate
Professor

38

25.33

Professor

19

12.67

Monthly Income

 

 

Rs.25,001 –
Rs.30,000

85

56.67

Rs.30,001 – Rs.40,000

39

26.00

Rs.40,001 –
Rs.50,000

15

10.00

More than Rs.50,000

11

7.33

Work Experience

 

 

Less than 5 years

31

20.67

6 – 10 years

54

36.00

11 – 15 years

40

26.67

More than 15 years

25

16.66

 

The
results indicate that 59.33 per cent of faculty members are males and the remaining
40.67 per cent of faculty members are females. The results show that 42.00 per
cent of faculty members are in the age group of 31 – 40 years followed by 41 –
50 years (30.00 per cent), 25 – 30 years (19.33 per cent) and more than 50 years
(8.67 per cent).

The
results imply that 51.33 per cent of faculty members have educational
qualification of M.B.A. followed by Ph.D. (28.67 per cent) and M.Phil. (20.00
per cent). The results reveal that 62.00 of faculty members are assistant
professors followed by associate professors (25.33 per cent) and professors (12.67
per cent).

The
results show that 56.67 per cent of faculty members belong to the monthly income
of  Rs.25,001 – Rs.30,000 followed by Rs.30,001
– Rs.40,000 (26.00 per cent), Rs.40,001 – Rs.50,000 (10.00 per cent) and more
than Rs.50,000 (7.33 per cent). The results indicate that 36.00 per cent of
faculty members have work experience of 6 – 10 years followed by 11 – 15 years
(26.67 per cent), less than five years (20.67 per cent) and more than 15 years
(16.66 per cent).

3.2. DIMENSIONS
OF ORGANIZATIONAL
CLIMATE IN BUSINESS SCHOOLS

The dimensions of organizational
climate in business schools were analyzed and the results are hereunder presented.

3.2.1. WORK ENVIRONMENT

The work environment for the faculty members in business
schools was analyzed and the results are presented in Table-2.

Table-2. Work Environment

Sl. No.

Work Environment

Mean

Standard Deviation

1.

My work place is safe and secured

3.79

1.11

2.

My work place is clean and neat

3.82

1.12

3.

Working conditions in my work place are continually improving

3.41

1.14

4.

My management provides excellent facilities

3.92

0.92

5.

My work environment is diverse in nature

3.84

0.91

 

The results show that the faculty members of business schools are agreed with their work
place is safe and secured, their work place is clean and neat, their management
provides excellent facilities and their work environment is diverse in nature,
while, they are neutral with working conditions in their work place are
continually improving.

3.2.2. RESPECT

The respect for the faculty members in business schools was
analyzed and the results are presented in Table-3.

Table-3. Respect

Sl. No.

Respect

Mean

Standard Deviation

1.

I feel valued by my colleagues

3.70

0.99

2.

I value my colleagues

3.75

0.95

3.

I feel valued by my colleagues in the business school as a whole

3.39

0.90

4.

I value my colleagues in the business school as a whole

3.80

0.97

5.

My department respects other departments

3.37

0.92

 

The results indicate that the faculty members of business schools are agreed with they feel
valued by their colleagues, they value their colleagues and they value their
colleagues in the business school as a whole, while, they are neutral with they
feel valued by their colleagues in the business school as a whole an their
department respects other departments.

3.2.3. Innovation

The innovation of the faculty members in business
schools was analyzed and the results are presented in Table-4.

Table-4. Innovation

Sl. No.

Innovation

Mean

Standard Deviation

1.

I am encouraged to be innovative in my
job

3.91

0.67

2.

My department is encouraged to be
innovative

3.88

0.87

3.

My business schools has innovative plans for the future

3.24

0.81

4.

My business school responds promptly for
innovations

3.85

0.89

5.

Work methods are very quickly changed to
meet new situations

3.36

1.01

 

The results reveal that the faculty members of business schools are agreed with they
encouraged to be innovative in their job, their department is encouraged to be
innovative and their business school responds promptly for innovations, while,
they are neutral with their business schools has innovative plans for the
future and work methods are very quickly changed to meet new situations/

3.2.4. MOTIVATION

The motivation for the faculty members in business
schools was analyzed and the results are presented in Table-5.

Table-5. Motivation

Sl. No.

Motivation

Mean

Standard Deviation

1.

I am motivated for efficient performance

3.87

0.86

2.

The senior faculty members take active interest in me and help me

3.28

1.02

3.

Due recognition, incentives and rewards are provided for my
performance

3.81

1.03

4.

I am highly motivated by the pleasant work culture

4.01

0.89

5.

My business school is intended to improve my self-image and
provides personal growth

3.33

0.74

The results imply that the faculty members of business schools are agreed with they are
motivated for efficient performance, due recognition, incentives and rewards
are provided for their performance and they are highly motivated by the
pleasant work culture, while, they are neutral with the senior faculty members
take active interest in them and help them and their business school is
intended to improve their self-image and provides personal growth.

3.2.5. REWARD

The reward for the faculty members in business schools was
analyzed and the results are presented in Table-6.

Table-6. Reward

Sl. No.

Reward

Mean

Standard Deviation

1.

I receive good salary

4.03

0.72

2.

Good job is recognized well

3.99

0.83

3.

I receive additional benefits

3.42

1.07

4.

The pay scale of my business school 0is competitive with others

3.97

0.79

5.

Promotions in my business school are done fairly

3.35

1.02

 

The results show that the faculty members of business schools are agreed with they receive
good salary, good job is recognized well and the pay scale of their business
school is competitive with others, while, they are neutral with they receive additional
benefits and Promotions in their business school are done fairly.

 

3.3. SOCIO-ECONOMIC
STATUS OF FACULTY MEMBERS AND ORGANIZATIONAL CLIMATE IN BUSINESS SCHOOLS

 

            To study the
difference between socio-economic
status of faculty members and organizational climate in business
schools, the ANOVA (Analysis of Variance) test is done and the results are
presented inTable-7.

Table-7.
Difference between Socio-Economic Status of Faculty Members and
Organizational Climate in Business Schools

Particulars

F-Value

Sig.

Gender and Organizational Climate

7.586**

.000

Age Group
and  Organizational Climate

8.914**

.000

Educational
Qualification and Organizational Climate

5.612**

.000

Designation and Organizational
Climate

6.038**

.000

Monthly Income
and Organizational Climate

8.755**

.000

Work Experience
and Organizational Climate

9.103**

.000

** Significant at one per cent level     

 

The results reveal that the F-values are significant at
one per cent level indicating that there is significant difference between socio-economic status of faculty members and
organizational climate in business schools. So, the null hypothesis of
there is no significant difference between socio-economic status of faculty members and organizational climate in business
schools is rejected.

 

3.4. RELATIONSHIP BETWEEN DIMENSIONS OF
ORGANIZATIONAL CLIMATE AND JOB PERFORMANCE OF FACULTY
MEMBERS OF BUSINESS SCHOOLS

 

To examine the relationship between dimensions of organizational
climate and job performance of faculty members of business
schools, the correlation analysis is carried out and the results are presented
in Table-8.

Table-8.
Relationship between Dimensions of Organizational Climate and Job Performance of Faculty Members of Business schools

Dimensions of
Organizational Climate

Correlation Co-efficient

Work Environment

0.54**

Respect

0.45**

Innovation

0.52**

Motivation

0.56**

Reward

0.58**

** Significant at one per cent level     

The correlation coefficient
between work environment and job performance is 0.54, which is
positively and moderately associated with each other at one per cent level of
significance. The respect and job performance is also positively and
moderately correlated with each other with the value of 0.45, which is
significant at one per cent level.

The correlation coefficient
between innovation and job performance is 0.52, which is
positively and moderately associated with each other at one per cent level of
significance. The motivation and job performance is also positively and
moderately correlated with each other with the value of 0.56, which is
significant at one per cent level.

The correlation coefficient
between reward and job performance is 0.58, which is
positively and moderately associated with each other at one per cent level of
significance. Thus, the null hypothesis of there is no significant relationship
between
dimensions of organizational
climate and job performance of faculty members of business
schools is rejected.

4. CONCLUSION

            The foregoing
analysis shows that there is significant difference between socio-economic status of faculty members and
organizational climate in business schools. The organizational climate
dimensions of work environment, respect, innovation, motivation and reward are moderately and positively correlated with job
performance of faculty members of business schools.

To improve organizational
climate in business schools, working conditions must be
continually improved in the business schools and the faculty members should
appropriately valued by them and each and every department must respect other
departments in the business schools.

In addition, business schools must have adequate
innovative plans for future development and methods of working should change
very quickly to meet new conditions. The senior faculty members in the business
schools should help junior faculty members to perform their job well and the
business schools must improve the self image and provide opportunities for
personal growth and development of their fa