Teachers’ Perceptions of Organizational Climate and Expectations of Successful Change
Teachers' perceptions of organizational climate were hypothesized to be related to their expectations that successful change would occur in their schools. Successful change was defined as the extent to which the probability of desirable change exceeds that of undesirable change. Correlations were computed between perceived climate, and eight sub-dimensions of climate on the one hand, and expectations for successful change on the other. Significant relationships were found for dimen sions of climate that dealt with principal-teacher relations but not for those that dealt with teacher-teacher rela tions. It was speculated that teachers see themselves as having limited impact on change in schools.