INFLUENCE OF ORGANIZATIONAL CLIMATE ON TEACHER EFFECTIVENESS OF SECONDARY SCHOOL TEACHERS OF BIRBHUM DISTRICT IN WEST BENGAL

The present study examined the influence of organizational climate on teacher effectiveness among secondary school teachers in Birbhum district of West Bengal. Using a descriptive survey design, data were collected using simple random technique from a sample of 400 teachers working in government and private secondary schools during the 2024–25 academic session. The Organizational Climate Scale for Teachers (OCST–SV) and the Teacher Effectiveness Scale (TES–KU) were used to measure the study variables. Based on organizational climate scores, teachers were categorized into good, average, and poor climate groups. Differences in teacher effectiveness across these groups were analysed using independent-samples t tests. The results revealed that teachers working in schools with a favourable organizational climate demonstrated significantly higher levels of effectiveness than those in schools with average or poor climates. All pairwise comparisons among the three climate groups were found to be statistically significant, indicating a clear and consistent relationship between organizational climate and teacher effectiveness. The findings indicated the importance of supportive leadership, clear organizational structures, and positive interpersonal relations in enhancing teachers’ instructional performance. The study highlighted the necessity for school leaders and educational administrators to prioritize the development of positive organizational climates as a practical approach to improving teaching quality at the secondary level.