This report examines the relationship between each dimension of organizational climate (supportive principal behavior, directive principal behavior, engaged teacher behavior, frustrated teacher behavior) and the organizational commitment of teachers in Turkish public schools. Data were collected from 900 educators in 40 public high schools. Principals and teachers were asked to describe their schools' interaction patterns by responding to statements that described different dimensions of organizational life. Hypotheses included the assertions that there is a relationship between overall organizational climate of the school and teachers' organizational commitment, as well as a relationship between supportive leader behavior and the teachers' organizational commitment. Results indicate the existence of a significant positive relationship between overall organizational climate of the school and the teachers' organizational commitment. A significant positive correlation was also found between supportive leader behavior and the teachers' organizational commitment, whereas a negative relationship between frustrated teacher behavior and the teachers' organizational commitment was discovered. The findings suggest that many of the schools in the study are not pleasant places for the leaders, the teachers, and the students. Principals are likely to distrust the actions and motives of the faculty, and faculty members are apathetic, self-involved, and uncaring about students. (Contains 70 references.) (RJM)