The relationship between organizational climate and job satisfaction of selected urban middle school teachers in the Clark County School District

The purpose of this study was to determine the relationship between organizational climate and job satisfaction in the Clark County School District (Las Vegas, Nevada); The data were collected from teachers randomly selected from urban middle schools in this district. There were 19 schools involved in the study, with 15 teachers selected from each school to respond to two instruments. The Organizational Climate Description Questionnaire---Revised Secondary (OCDQ-RS) and the Minnesota Satisfaction Questionnaire (MSQ) were sent to 285 teachers, of which 197 were returned (70%). Demographic data were also collected from each of the respondents; There was a significant relationship found between organizational climate and teacher job satisfaction. This relationship was observed in high correlational coefficients between the three postulates of organizational climate (engaged, frustrated, and intimate behavior) and the three postulates of job satisfaction (intrinsic, extrinsic, and general satisfaction). There were significant correlations found between the characteristics of job satisfaction and the characteristics of organizational climate. Statistically significant correlation among the climate postulates and job satisfaction postulates indicated that job satisfaction and climate were related at the 0.01 or 0.05 alpha level. As expected, frustrated behavior had a statistical significant relationship with satisfaction and negatively correlated to intrinsic satisfaction, extrinsic satisfaction, and general satisfaction; Engaged behavior correlated in a statistically significant positive relationship with intrinsic satisfaction and extrinsic satisfaction at the 0.01 alpha level. Intimate behavior and extrinsic satisfaction correlated in a statistical significant positive relationship at 0.05 alpha level. The positive correlations indicated that the higher the engaged behavior the higher the intrinsic satisfaction and intimate behavior. The negative correlations indicated the higher the frustrated behavior score, the lower the satisfaction scores and vice versa. Statistical significance was found in the relationship as expected; No significant relationship was observed between the variables gender, years of teaching experience (in or out of the CCSD), educational level, ethnicity, and climate or job satisfaction; The study revealed that open climate and higher job satisfaction are related. This study revealed important information regarding the relationship between the process of school climate and the outcome of job satisfaction