Abstract
The Problem. Since 1960 there has been increasing interest in the impact of school and classroom climate on both educators and students alike. Although knowledge has been somewhat limited about the specific effects of different educational environments, there appears to be general agreement that each school has a strong influence on all who study and work in that particular school environment. The focus of this study was to determine if a significant difference existed between the students' perception of the classroom learning environment variables satisfaction, cohesiveness, friction, difficulty and competitiveness, in those classrooms where the teachers perceived the organizational climate of the school as open compared to closed. Research Methodology. Using a descriptive approach, data collected through two questionnaires were described and analyzed for students and teachers. In treating the data, t tests for independent samples were utilized. Findings. Major findings included the following: (1) A significant difference existed between the students' perception of classroom friction, in those classrooms where the teachers perceived the organizational climate of the school to be open compared to closed. (2) The trend indicated that students assigned to teachers in the upper quartile (open) had higher mean scores on the classroom variables, satisfaction, cohesiveness and difficulty, and lower mean scores on friction and competitiveness, than those students assigned to teachers in the lower quartile (closed). Recommendations. Recommendations for future studies and for staff development were proposed. A recommendation for staff development included training for teachers and principals on the theory and use of various classroom and school environment assessment instruments.