The Relative Research On The Junior Middle Schools' Organizational Climate And Teachers' Job Satisfaction Of Guizhou Province

The relationship between the teacher's job satisfaction and school's organizational climate has been becoming the focus in the field of school management psychology. A lot of relative studies on this point show that there is an obvious relation between the teacher's job satisfaction status and the teaching quality and the school organization efficiency. Only in a good school's organizational climate can the teacher's go-aheadism be brought into play well. This research surveys some junior school teachers and investigates 260 teachers with questionnaire, analyzing the current status of the school's organizational climate and the teacher's job satisfaction in Guizhou province as well as the relationship between them. The research results shows as the following: 1.The junior middle school teachers in Guizhou province considered "collegial behavior" as the highest mark in school's organizational climate, then "intimate behavior", "supportive behavior", "directive behavior" and "restrictive behavior" are in turns, on the other hand, "disengaged behavior" is the lowest. 2.There are significant differences on the consideration of the school's organizational climate among teachers who have school types, education levels and professional titles. 3.There are no significant differences on the consideration of the school's organizational climate among teachers who have different subjects, different sexes, marriage state, ages, classes, teaching lengths and working hours of each week. 4.Generally speaking, teachers of junior middle school in Guizhou province are satisfied with their jobs nowadays. The most job satisfaction for teachers are the good relationship between colleagues, on the other hand, teachers' incomes are thought as the most un-satisfaction. 5.The job satisfaction for teachers can be changed due to the difference of their sex, school type, marriage state, ages, education level, professional titles, teaching class and working hours of each week. 6. Different subjects and teaching lengths are not the factors to affect the job satisfaction. 7.In Guizhou province, Junior middle school teachers' considerations on "supportive behavior", "directive behavior" "collegial behavior" and "intimate behavior" of the school's organizational climate have an obvious positive relationship with their job satisfaction. 8.In Guizhou province, Junior middle school teachers' consideration in "restrictive behavior" and "disengaged behavior" of the school's organizational climate has a negative relationship with their job satisfaction.