სკოლის ორგანიზაციული კლიმატით განპირობებული მასწავლებელთა შრომითი კმაყოფილება, როგორც მოსწავლეთა აკადემიური მიღწევების განმსაზღვრელი ფაქტორი

Due to the scope of the challenges in the Educational system, systematic analysis of school management models is considered to be appropriate. In this regard, the organizational culture and organizational climate of a school is connected to the effectiveness of the school achieving the desired academic results. The school organizational climate compared to Organizational culture, is easily adjustable to modernization and it contains a great potential to influence academic processes.

Therefore, it is important to determine how the organizational climate of the school is connected with teachers' satisfaction and academic achievements.
The school organizational climate indicates the face of the school, which shows social interaction between the people working at school. The term "school climate" is used by Organizational psychology theorists to describe the school atmosphere. The climate is directly related to interpersonal relationships that are at school (Hoy W. K., 1996).

It is noteworthy that in assessing the school climate not only does it evaluate the psychological environment, but also focus on the physical environment of the school, which is a necessary condition for teaching and learning. The study of physical and psychological aspects of the school provides important information, thus it gives us a chance to enhance the quality of attendance and academic achievements.

These are the basic elements that enable effective learning. (Edmonds, 1979)
The goal of the study is to determine the importance of school climate on people involved in the teaching / learning process. How a particular school’s climate is associated with teachers' satisfaction, student academic achievement, and direct management style. What impact can the values and principles that are recognized and shared in school have; in relation to the style of relationships and the satisfaction of the work of teachers in general atmosphere. On the other hand, it reflects on the quality of their work, in this case, the academic achievements of pupils.
The research of PIRLS-scholarship study and study of TIMSS -Mathematics and Natural Sciences subjects, was conducted by the National Examination Center of Georgia in 2011. In the study the following questionnaires were used: TIMSS & PIRLS 2011-student questionnaire; TIMSS & PIRLS 2011-Teacher Questionnaire; TIMSS & PIRLS 2011-School Questionnaire. In total there were 4796 schools involved in the study, of which 4574 schools were public and 222 private. Data analysis was carried out, data was processed through the program IDBA analyzer.


As a result of analyzing data from private and public schools, it is possible to conclude that despite the different academic achievement between public schools and private schools, there is a big difference. Private schools are still more successful in the issues such as positive organizational climate, role of participant management and academic achievements. Positive organizational climate, role of participant management and academic achievements. In the case of private schools, the importance of organizational climate has been highlighted, in particular, based on the analysis of the results of the survey, it is clear that there is a link between the positive school climate and the role of participant management of the director


Which allows us to estimate that students are more successful in a safe, protected and disciplined environment where academic achievements are given great attention.