| المستخلص: |
The school organizational climate influenced by several factors, one of which is the school’s personality within the environment in which it operates, the relationship between the principal behavior as a leader and the perception of the members in the school. The purposes of the research are to investigate the organizational climate at Omani public school from their teachers’ perspective. Method: The research used a quantitative approach with a survey method "OCDQ-All Schools". The sample of this study was 242 teachers randomly selected. Findings: The results of this study revealed that; (1) the degree of organizational climate in Omani schools were in higher level, (2) significant differences were found in the teachers perceived the five dimensions of OC of school as related to their gender, interaction between gender and qualification, interaction between gender and specialization, (3) no significant differences related to their academic qualification, teaching experiences, and specialization, (4) there is significance difference in OC in all dimensions related to interaction between gender and qualification, that female teachers with BA qualification have "supportive principal behavior", "directive principal behavior", "engaged teacher behavior", "frustrated teacher behavior", "intimate teacher behavior", and "Total" dimensions higher than male teachers. While Male teachers with Graduate qualification have higher "supportive principal behavior", "directive principal behavior", "engaged teacher behavior", "frustrated teacher behavior", "intimate teacher behavior", and "Total" than female teachers, (5) there is significance difference in "frustrated teacher behavior" dimension of OC related to interaction between gender and specialization, that female with Humanities specialization have "frustrated teacher behavior" dimension higher than the male teachers. While the Male teachers with Scientific specialization have higher "frustrated teacher behavior" than the female teachers. Implications for Research and Practice: It is important to be recommended to educational policy makers in Omani education system to build a positive school climate to motivate teachers in schools, and encourages researchers for future research of aspects of organizational climate.
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