A Study of the Applicability of the Perceptions of Organizational Politics Scale (POPS) for Use in the University Classroom
AbstractThis study adapts the Perceptions of Organizational Politics Scale (POPS) for application in the university classroom. The results of factor analysis and hierarchical multiple regression indicate the adapted scale is valid for measuring students’ perceptions of politics in the learning environment. Further, the study reveals relationships between student perceptions of politics and instructor supportiveness, organizational commitment, classroom community, student impact, shared classroom governance, and student stress. Implications for experiential educators are discussed.
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