This study investigated secondary teachers' perceptions of school organizational climate relative to their own professional growth and development attitudes. Instrumentation consisted of the "School Climate Profile," chosen for its range of determinants of school organizational climate in the secondary school, and a Likert scaling procedure to measure teachers' attitudes about their professional growth and development. The response rate of 62 percent represented a randomly selected sample of 89 out of 151 teachers. Gamma coefficients were computed for each variable, which was then ranked. conclusions drawn from the analysis indicated that teachers' perceptions of positive school climate related to the schools' ability to solve its problems and make improvements based on known goals. Structures that invited teacher participation in the decision-making process and created effective communication among students, parents, administrators, and school were next in importance. These conditions, as perceived by teachers, contributed to their perceptions of the school's organizational climate as related to their own perceptions for potential professional growth and development. (JAM)