Besides setting the tone for accomplishing student learning goals and effecting improvement, school climate serves as a determinant of teacher attitudes toward personal and professional growth and development. Bureaucratization of schools decreases teacher effectiveness through rules, controls, and reduced autonomy and authority. The formal organization gives its members clues about renewal potential, performance expectations, and other procedures hindering or stimulating professional growth. This study examined whether a relationship existed between high school teachers' perceptions of their school organizational climate and their attitudes regarding professional growth and development. The study used the School Climate Profile and the Professional Development Attitude Scale. Researchers randomly selected 20 percent of the subject teachers at 15 high schools to receive the instruments. The response rate was 62 percent. Correlation between the two variables of school climate and professional growth and development was high. Study results include teachers' priorities of (1) conditions producing a positive climate; and (2) influences considered most important to their professional growth and development attitudes. Teachers indicated that the most important influence on their positive school climate perceptions were procedures facilitating the school's ability to solve its problems and make improvements based on known goals. Structures inviting teacher participation in decision-making and creating effective communication was next in importance. These conditions are consistent with school structuring recommendations. Other supporting conditions for teachers are discussed. Included are 2 tables and 22 references. (MLH)