ArticleBehavioral sciences (Basel, Switzerland)2023
The Effect of the Organizational Climate on the Integrative-Qualitative Intentional Behavior in Romanian Preschool Education-A Top-Down Perspective.
Article in Behavioral sciences (Basel, Switzerland), 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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Who cites it
1 citing paper in PubMed.
- Examining How Preschool Teachers' Positive Psychological Capital Impacts Digital Education Innovation: A Moderated Moderation Analysis of Effort Expectancy and Behavioral Intention.Behavioral sciences (Basel, Switzerland) · 2025Article
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Authors and funding
12 authors.
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Abstract
The concept of educational organizational climate relates to the relational, social, psychological, affective, intellectual, cultural and moral environment that characterizes educational/teaching and managerial activity at the level of a school organization. This study is based on the theory of planned behavior framework in measuring preschool teachers' intentional integrative-qualitative behaviors and Marzano's Model of Teaching Effectiveness. The Marzano Model outlines educational strategies and gives teachers and administrators tools to help teachers become more effective. A sample of 200 valid responses was gathered in an online investigation that targeted preschool educators from Romania. Marzano's Model of Teaching Effectiveness is an evaluation tool used to measure the success of highly effective teachers, which is further utilized in this study to measure preschool teachers' effectiveness in relation to intentional integrative-qualitative behaviors. The integrative-qualitative intentional behaviors are measured with the IQIB scale. This research assumes collegiality and professionalism as independent variables and interrogates preschool teachers' behavioral intention toward adopting integrative-qualitative behaviors through the sequential mediators of Planning and Preparing, Reflecting on Teaching and Classroom Strategies and Behaviors from a top-down perspective. The results revealed a significant indirect effect of Collegiality and Professionalism on preschool teachers' behavioral intention toward adopting intentional integrative-qualitative behaviors through the sequential mediators Planning and Preparing, Reflecting on Teaching and Classroom Strategies and Behaviors, confirming our hypothesis. Discussion and implications are offered from a top-down sustainable educational management perspective.
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