The Impact of the Availability of Organizational Integrity Dimensions among Kindergarten Principals on the Quality of the Work Environment from the Perspective of Kindergarten Teachers

Abstract

This study aimed to examine the impact of the availability of organizational integrity dimensions among kindergarten principals on the quality of the work environment from the perspective of female teachers in public kindergartens in the city of Benghazi. The study was motivated by the reality that kindergartens in Libya suffer from numerous organizational and administrative challenges, most notably weak infrastructure, low levels of administrative support, and the absence of justice and transparency in management, all of which negatively affect teachers’ performance and reduce the quality of early childhood education.

The study adopted a descriptive analytical approach, and a questionnaire was developed comprising 29 items to measure the dimensions of organizational integrity and 12 items to assess the quality of the work environment. The integrity dimensions included: integrity and transparency, justice and equality, accountability, ethical and professional commitment, organizational trust, and organizational forgiveness. The instrument was administered to a randomly selected sample of 184 female teachers from a population of 355 working in public kindergartens in Benghazi.

The results indicated that the level of practicing organizational integrity dimensions by the principals was moderate from the teachers’ perspective, with "ethical and professional commitment" ranking the highest, while "justice and equality" and "organizational forgiveness" received the lowest average scores. The quality of the work environment was also rated as moderate tending towards high, with "professional relationships" ranking first, and "administrative and organizational support" ranking last.

The study revealed a statistically significant positive correlation between the dimensions of organizational integrity and the quality of the work environment. Regression analysis further showed that certain dimensions—particularly "organizational trust" and "ethical and professional commitment"—significantly predicted the level of work environment quality.

In light of these findings, the study recommended strengthening the values of justice and equality in educational institutions, and developing administrative training programs to enhance the skills of kindergarten principals in the areas of transparency, accountability, and organizational forgiveness. It also stressed the importance of supporting administrative policies that ensure a safe, motivating, and balanced work environment for teachers, which in turn contributes to improving the quality of early childhood education