This study investigated the dynamics of organizational climate as perceived by classroom teachers and their relationships to the in-school suspension patterns of high school students. The data used in this study was obtained from two major sources: scores on the Organizational Climate Index (OCI-375SF) and information contained in the in-school suspension records from each of the selected high schools.

A total of fifteen (15) null hypotheses were tested in this study.^T-tests were used to determine differences between the mean(' )(X) scores of teachers on the subtests of the OCI with respect to race, sex, and tenure status. T-tests of proportion and the Chi-Square Test were used to determine differences between the in-school suspension assignment rates of high school students with respect to race and sex. In addition, the Spearman rank order correlation coefficient was used to determine relationships between the subtests of the OCI and the in-school suspension assignment rates of the selected high schools. Based on the findings and conclusions of this study, several recommendations were presented to educational administrators and researchers for consideration in future studies of school organizational climates.