Abstract

• The main purpose of this study is to examine the relationship between organizational climate and organizational commitment of teachers form selected high schools in Zayathri District and Yamethin District. The questionnaire survey method and quantitative approach were used in this study. A total of 600 teachers (including 240 senior assistant teachers, 240 junior assistant teachers and 120 primary assistant teachers) from 16 selected schools in the two districts participated as a sample and random sampling technique was utilized in the study. The instruments used in this study were Organizational Climate Index Questionnaire (OCI) developed by Hoy, Smith & Sweetland (2002) and Organizational Commitment Questionnaire (OCQ) developed by Meyer & Allen (2011). The descriptive results showed that overall teachers had satisfactory levels of organizational climate and organizational commitment. The results of the ANOVA revealed that the teachers were significantly different in both organizational climate and organizational commitment by their designations. Thus, it can be assumed that as the teachers increased in hierarchical rank, they became more satisfaction to their organizational climate and they were more professionally committed to the organization. According to the result of independent samples t-test, there were significant differences in organizational climate as well as organizational commitment by district in favor of urban and rural areas respectively. Therefore, it can be concluded that school location area (district) were the factors which can make difference in teachers‟ perceptions on organizational climate and organizational commitment. The results of the correlation showed that teachers‟ perception on organization climate was significantly and positively related to their organizational commitment. According to the results, it was found that the better the organizational climate perceived by the teachers, the higher the organizational commitment of teachers. Based on the results of the study, it can be concluded that the teachers who perceived organizational climate positively were more likely to have faith in the goals and values of the career, showed considerable efforts for the work, maintained membership in the job, and more committed to the organization.