The objectives of the study were: (1) To find out the effect of personality type of teachers on each dimensions of organizational climate and also on the total organizational climate of secondary schools in Thailand. (2) To work out the effect of job – satisfaction of teachers on each dimensions of organizational climate as well as on the total organizational climate of secondary schools in Thailand. (3) To study the effects of teachers’ perception of leadership behaviour on each dimensions of organizational climate and also on the total organizational climate of secondary schools in Thailand. (4) To study the double and triple interaction of personality types, job satisfaction of teachers and teachers’ perception of leadership behaviour on each dimensions of organizational climate as well as on the total organizational climate of secondary schools in Thailand. (5) To work out the inter correlations among the variables of personality types, job satisfaction of teachers, teachers’ perception of leadership behaviour and organizational climate schools in Thailand. 

The hypotheses of study were: (1) There will be significant differences between personality types of teachers on each dimensions of organizational climate and also on the total organizational climate of secondary schools in Thailand. (2) There will be significant differences between high and low job satisfaction of teachers on each dimensions of organizational climate of secondary schools in Thailand. (3) There will be significant differences between high and low teachers’ perception of leadership behaviour on each dimensions of organizational climate as well as on the total organizational climate of secondary schools in Thailand. (4) There will be significant double and triple significant interaction effects of personality types, job satisfaction of teachers and teachers’ perception of leadership behaviour on each dimensions of organizational climate as well as on the total organizational climate of secondary schools in Thailand. (5) There will be positive inter-correlations among the variables of personality types, job satisfaction of teachers, teachers’ perception of leadership behaviour and organizational climate schools in Thailand.

The sample comprised 314 teachers of Secondary School of Thailand. The sample was selected using Multistage Sampling Technique.

Leadership Style Questionnaire by Kapur, Maudsley Personality Inventory, Teachers’ Satisfaction Survey by Schmitt & Loher and School Climate Survey by Association of Secondary School Principals were used for data collection. 

The 2×2×2 Factorial Design was used in this study. 

The data were analyzed using Mean, SD, t – Test, Correlation and Three way ANOVA techniques.

The findings of the study were: (1) There are no differences between personality types of teachers on each dimension of organizational climate and also on the total organizational climate of secondary schools in Thailand. (2) There are significant differences between high and low job satisfaction of teachers on each dimension of organizational climate as well as on the total organizational climate of secondary schools in Thailand. The mean scores of high job satisfaction group are higher that of low job satisfaction group on all dimensions of organizational climate and on the total organizational climate of secondary schools in Thailand. (3) There are no differences between high and low teachers’ perception of leadership behaviour of organizational climate for the dimensions. (4) There are significant differences between high and low Teachers’ perception of leadership behaviour on organizational climate of secondary schools for the dimensions of teacher student relationship, administration, guidance, students activities and total organizational climate. The high teachers’ perception of leadership behaviour on the above – mentioned dimensions. (5) There is significant double interaction effect of job satisfaction and teachers’ perception of leadership behaviour on students academic orientation dimension of organizational climate of secondary schools in Thailand. The secondary school teachers who have high job satisfaction and high teachers’ perception of leadership behaviour has significantly higher perception of students academic orientation than the teachers who have high job satisfaction and low teachers’ perception of leadership behaviour, low job satisfaction and high teachers’ perception of leadership behaviour & low job satisfaction and low teachers’ perception of leadership behaviour. The differences between other groups are not significant. (6) There is significant double interaction effect on personality types and teachers’ perception of leadership behaviour on guidance dimension of organizational climate of secondary schools in Thailand. (7) The secondary school teachers who are introverts and have high teachers’ perception of leadership behaviour have significantly greater perception of guidance than the teachers who are introvert with low teachers’ perception of leadership behaviour and extrovert with low teachers’ perception of leadership behaviour. (8) The secondary school teachers who are introverts with low teachers’ perception of leadership behaviour have significantly higher perception of guidance than the teachers who are extroverts with low teachers’ perception of leadership behaviour. (9) The secondary teachers who are extroverts with high teachers’ perception of leadership behaviour have significantly higher perception of guidance than the teachers who are introverts with low teachers’ perception of leadership behaviour and extroverts with low teachers’ perception of leadership behaviour and extroverts with low teachers’ perception of leadership behaviour. (10) The double interaction effect of personality types and job satisfaction do not show significant effect on each dimension of organizational climate and also on the total organizational climate of secondary schools in Thailand. (11) The double interaction effects of personality types and job satisfaction do not show significant effect on organizational climate factors of teacher – student relationship behaviour, security and maintenance, administration, student academic orientation, student behavioural values, guidance, student – peer relationship, parent and community – school relationship, instructional management, student activities and total of organizational climate. (12) The mean scores of high job satisfaction and high leadership behaviour groups are higher than the high job satisfaction and low leadership behaviour groups. (13) The mean scores of high job satisfaction and high leadership behaviour groups are higher than the low job satisfaction and high leadership behaviour groups. (14) The mean scores of high job satisfaction and high leadership behaviour groups are higher than the low job satisfaction and low leadership behaviour groups. (15) The two factors interaction effect of personality types and teachers’ perception of leadership behaviour do not show significant effect on organizational climate for the factors of teacher – student relationship, security and maintenance, administration, student academic orientation, student behavioural values, student – peer relationship, parent and community – school relationship, instructional management, student activities and total of organizational climate. However, it shows significant effects on organizational climate for guidance dimension, which are (a) the mean scores of introvert and high leadership behaviour groups are higher than introvert and low leadership behaviour groups; (b) the mean scores of introvert and low leadership behaviour groups are higher than extrovert and low leadership behaviour groups; (c) the mean scores of extrovert and high leadership behaviour groups are higher than introvert and low leadership behaviour groups; (d) the mean scores of introvert and high leadership behaviour groups are higher than extrovert and low leadership behaviour groups; and (e) the mean scores of introvert and high leadership behaviour groups are higher than extrovert and low leadership behaviour groups. (16) The three factors interaction effect of personality types, job satisfaction and teachers’ perception of leadership behaviour does not show significant effect on each dimension of organizational climate as well as on the total organizational climate of secondary school in Thailand. (17) There is no significant correlation among personality types and organizational climate but there are significant and positive values of correlation between job satisfaction and organizational climate and teachers’ perception of leadership behaviour and organizational behaviour.