Research indicates that a positive school climate is an important factor in school effectiveness. This paper reviews the major determinants of school climate and also reports the findings of a survey of 246 teachers and 76 principals in rural public schools in central Tennessee concerning three school climate factors: motivation and morale; communications; and leadership. Principals were considerably more positive than teachers about the climates of their schools. Over half of the principals reported that the climate in their schools "almost always": (1) made them enthusiastic about their work; (2) instilled professional pride in themselves and other staff; (3) encouraged them to do their best; (4) showed that they cared about teachers, students, and parents; (5) enabled them to participate in decisionmaking; (6) fostered innovativeness and creativity; (7) allowed for open exchange of ideas; (8) enhanced staff worth and dignity; (9) illustrated a commitment to a democratic style of leadership; (10) contributed to feelings of respect and trust among teachers and students; (11) allowed for expression of concerns and problems resolution; and (12) encouraged their professional growth. While most teachers answered "almost always" or "sometimes" to these items, over 40% said that the climate in their schools "almost never" made them enthusiastic about their work or instilled professional pride in themselves or other staff. The questionnaire and tables of responses are included. (SV)