A number of researches have been conducted by early childhood care and education to find out how organizational climate is related to other variables, factors and conditions such as leadership, institutional ideologies, and student and teacher characteristics. Farinola in a study found significant relationship between belief systems (open-mindedness) of the chief negotiators for teachers and the openness of the organizational climate of the schools. Chief negotiators for teacher (faculty association leaders) in the district with relatively more open organizational climate were found to be more dogmatic. Halpin’s was used for measuring organizational climate of the schools. Attempts were made to find out if organisational climate was related to professional leadership of principals and pupils’ progress in the study made by Guy. Organizational climate, in this study, was not found to be related to any of the two variables. But, in the study made by Hall organizational climate was found to be related to the leadership of the school principals. It was concluded in this study that leadership behaviours characterised by high homothetic, high ideographic orientations may lead to more open school climate. The study tended to show that the climate of an organization is very much a function of leadership styles and qualities.
The organizational climate characteristic has been related to a number of other variables characterizing the institution and the personality of people working in them people working in them. In a study made by Petasis such characteristic as age of the staff members and size of the staff, principal’s administrative experience were related to the climate of the school. These were, however not found to be related to the climate. Ride out on the other hand; found that size and location of the school were significantly related to school climate, smallness and rurality being positively correlated and largeness being negatively correlated. Size is, perhaps, a significant factor influencing the way students feel towards their school.
Size of the school and length of the experience of the principal were, however, not found related to organizational climate of school in the study made by Lee , Sharme studied relationship of school climate with school effectiveness, principals effectiveness and teacher satisfaction along with other variables. Sharma and Sharma and Parham found relationship existing between school climate and structure behaviour and consideration behaviour of the school headmasters. Bay lay, Pace and Stern have conducted studies which clearly demonstrate that the environment is the most important determinant of human behaviour.
According to Montessori Course, the organizational climate of the schools may influence the attitudes, values and other personality aspects of the students. This hypothesis has id been tested m. several studies. Roy has studied the relationship between the organizational climate of the school and the self-concepts Imp attitudes; towards schools of the students at junior high school level. No significant, relationship was found in this study. Relationship among graduate, students value orientations, personality needs and perceptions of organizational climate were studied by Bernstein. Meaningful differences in school climate, personality needs and value-orientations were not found. The perceived climate was not, however, found related to academic achievement, professional level of achievement and work values.