Teachers’ and Principals’ Perception of Organizational Climate in Preschool: A Case of the Czech Republic

Organizational climate refers to the shared perceptions of behavior, the work environment, and daily life within an organization. This study is based on the assumption that, due to their differing roles and responsibilities in preschools, teachers and principals have significantly different perceptions of the organizational climate. The sample included 354 teachers and 410 principals from the Czech Republic. Data were collected using the Organizational Climate Description Questionnaire-P, a tool adapted and validated for the preschool setting. Overall, both teachers and principals viewed the preschool climate positively, with item averages above the midpoint of the scale. However, principals perceived their support for teaching staff significantly more positively than teachers did, and they also rated teacher involvement more favorably than the teachers themselves. Teachers reported encountering inappropriate behavior from colleagues infrequently and rated the level of directiveness from principals relatively low, suggesting they perceive their principals' leadership style positively. Additionally, a significant positive correlation was found between teachers' education levels and their perception of principal directiveness, as well as with school size.