摘要：AbstractThis study aims to investigate the relationship between organizational climate and organizational learning and teachers’ self efficacy. The statistical population of this study includes 117 teachers at Salam girls’ school, among them 89 teachers were selected using Krejcie and Morgan table and simple random sampling. The instrument used in this study is the Organizational Climate Description Questionnaire (OCDQ) designed by Haplin and Croft (1982), Sherer self efficacy questionnaire (1984) and Pilar Jerez-Gomez organizational learning questionnaire (2002). Findings reveal that there is a meaningful correlation between organizational learning and self efficacy. On the other hand, the correlation between organizational climate and self efficacy indicates that there is no relationship between these two variables. However, organizational climate can indirectly affect teachers’ self efficacy through influencing organizational learning, while organizational learning itself directly affects teachers’ self efficacy. The obtained results show that there is no relationship between demographic variables (age, education and employment record) and teachers’ self efficacy.
关键词：Organizational Climate;Organizational Learning;Self Efficacy;Salam High school Teachers
