Abstract
Introduction
A favourable school organisational climate is key to teacher job satisfaction, engagement, and the successful implementation of innovative teaching methods. This study investigates how school size influences perceived school openness among vocational school teachers in Slovakia.
Methods
Data were collected from 474 teachers across vocational schools of varying sizes. The OCDQ-RS, adapted to the Slovak context, was used to assess five climate dimensions and the index of school openness was calculated.
Results
Contrary to expectations, the smallest schools (0-100 students) had the lowest perceived openness. Mid-sized schools (201-300 students) received the highest ratings, while openness declined slightly in the largest schools (>300 students).
Discussion
Mid-sized schools may offer the best balance between interpersonal closeness and professional autonomy. Very small schools may suffer from limited peer networks and interpersonal tensions.
Limitations
Limitations of the study are given by a lack of relevant research studies and the size and composition of the sample.
Conclusions
In vocational schools, there is a need to focus on fostering healthy interpersonal relationships, leadership support, and professional autonomy to promote teachers’ openness to implementing innovative methods of teaching, regardless of school size.