The researchers compared the perceptions of school climate of teachers participating in individually guided education programs (IGE) with those of non-IGE teachers. The subjects were 127 elementary school teachers from three upper-midwest suburban school districts. The subjects were members of the faculties of 16 elementary schools engaged in an innovative program designed to enhance staff development through inservice education. The data confirmed that the climate of IGE schools is viewed as more positive by its teachers than the climate of non-IGE schools. Although the results of this study are credible but far from conclusive, the researchers believe that their Staff Development School Climate Questionnaire is a potentially more valuable instrument for measuring school climate than many other measures. (Author)