In anyorganized set up, specific functions are allotted to each and every member inorder to achieve the fundamental objectives and goals of such an organization.Among other factors that assist the smooth realization of those goals oforganization, is a favorable and good organizational climate. It can assure therealization of the requirements and interests of the members who make-up the organization(Idogho, 2006).Organizationalclimate is the thoughts and feelings of employees towards their organizationwhich has great influence on their working means and contributions and itaffects the performance of the employees in any kind of organization. Organizationalclimate comprises of different aspects of the work and social environment thatare deliberately perceived by the members of organization. (Patterson et al2004).Organizationalclimate includes all those behaviours that allow pleasant interpersonalrelationships among members of institution or an organization. It allows cooperativehuman activities in which members of both non-academic and academic, interactfor the purpose of realizing set objectives and goals.

Thefaculty members with high quality, adoptability to changes, team work, highlevel of motivation, involvement with professional values and open to personalgrowth compose the most crucial resources of business schools. The facultymembers are influenced by organizational climate by virtue of being social,cultural and ethical values. The level of organizational climate issignificantly contributed to the performance of faculty members in businessschools. Hence, the present research is attempted to study organizational climate and jobperformance of faculty members in business schools in Tamil Nadu.2. METHODOLOGY            Thepresent study is carried out in Tamil Nadu state. The faculty members of business schools are chosen byemploying random sampling method. The data are collected from 150 facultymembers through structured questionnaire.

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To know the socio-economic status of faculty members of business schools, percentageanalysis is done. To study the dimensions of organizationalclimate in business schools, mean and standarddeviation are worked out. To study the difference between socio-economic status of faculty members andorganizational climate in business schools, the ANOVA (Analysis ofVariance) test is done. Toexamine the relationship between dimensions of organizationalclimate and job performance of faculty members ofbusiness schools, the correlation analysis is carried out.3.

RESULTS AND DISCUSSION3.1. SOCIO-ECONOMICSTATUS OF FACULTY MEMBERS OF BUSINESS SCHOOLS The socio-economicstatus of faculty members of business schools was analyzed and theresults are presented in Table-1.

  Table-1. Socio-Economic Status ofFaculty Members of Business Schools Socio-Economic Status Number of Faculty Members Percentage Gender     Male 89 59.33 Female 61 40.67 Age Group     25 – 30 years 29 19.33 31 – 40 years 63 42.00 41 – 50 years 45 30.

00 More than 50 years 13 8.67 Educational Qualification     M.B.

A. 77 51.33 M.Phil.

30 20.00 Ph.D. 43 28.

67 Designation     Assistant Professor 93 62.00 Associate Professor 38 25.33 Professor 19 12.67 Monthly Income     Rs.25,001 – Rs.30,000 85 56.67 Rs.

30,001 – Rs.40,000 39 26.00 Rs.40,001 – Rs.50,000 15 10.00 More than Rs.

50,000 11 7.33 Work Experience     Less than 5 years 31 20.67 6 – 10 years 54 36.00 11 – 15 years 40 26.67 More than 15 years 25 16.66  Theresults indicate that 59.33 per cent of faculty members are males and the remaining40.

67 per cent of faculty members are females. The results show that 42.00 percent of faculty members are in the age group of 31 – 40 years followed by 41 –50 years (30.00 per cent), 25 – 30 years (19.33 per cent) and more than 50 years(8.67 per cent).Theresults imply that 51.33 per cent of faculty members have educationalqualification of M.

B.A. followed by Ph.D. (28.67 per cent) and M.

Phil. (20.00per cent).

The results reveal that 62.00 of faculty members are assistantprofessors followed by associate professors (25.33 per cent) and professors (12.67per cent).

Theresults show that 56.67 per cent of faculty members belong to the monthly incomeof  Rs.25,001 – Rs.30,000 followed by Rs.30,001– Rs.40,000 (26.00 per cent), Rs.

40,001 – Rs.50,000 (10.00 per cent) and morethan Rs.50,000 (7.33 per cent). The results indicate that 36.

00 per cent offaculty members have work experience of 6 – 10 years followed by 11 – 15 years(26.67 per cent), less than five years (20.67 per cent) and more than 15 years(16.66 per cent).

3.2. DIMENSIONSOF ORGANIZATIONALCLIMATE IN BUSINESS SCHOOLS The dimensions of organizationalclimate in business schools were analyzed and the results are hereunder presented.3.2.1. WORK ENVIRONMENTThe work environment for the faculty members in businessschools was analyzed and the results are presented in Table-2.Table-2.

Work Environment Sl. No. Work Environment Mean Standard Deviation 1. My work place is safe and secured 3.79 1.

11 2. My work place is clean and neat 3.82 1.

12 3. Working conditions in my work place are continually improving 3.41 1.

14 4. My management provides excellent facilities 3.92 0.92 5. My work environment is diverse in nature 3.

84 0.91  The results show that the faculty members of business schools are agreed with their workplace is safe and secured, their work place is clean and neat, their managementprovides excellent facilities and their work environment is diverse in nature,while, they are neutral with working conditions in their work place arecontinually improving.3.2.2. RESPECTThe respect for the faculty members in business schools wasanalyzed and the results are presented in Table-3.

Table-3. Respect Sl. No. Respect Mean Standard Deviation 1. I feel valued by my colleagues 3.70 0.99 2. I value my colleagues 3.

75 0.95 3. I feel valued by my colleagues in the business school as a whole 3.39 0.

90 4. I value my colleagues in the business school as a whole 3.80 0.97 5. My department respects other departments 3.

37 0.92  The results indicate that the faculty members of business schools are agreed with they feelvalued by their colleagues, they value their colleagues and they value theircolleagues in the business school as a whole, while, they are neutral with theyfeel valued by their colleagues in the business school as a whole an theirdepartment respects other departments.3.2.3.

InnovationThe innovation of the faculty members in businessschools was analyzed and the results are presented in Table-4.Table-4. Innovation Sl. No. Innovation Mean Standard Deviation 1. I am encouraged to be innovative in my job 3.

91 0.67 2. My department is encouraged to be innovative 3.88 0.87 3. My business schools has innovative plans for the future 3.24 0.81 4.

My business school responds promptly for innovations 3.85 0.89 5. Work methods are very quickly changed to meet new situations 3.36 1.01  The results reveal that the faculty members of business schools are agreed with theyencouraged to be innovative in their job, their department is encouraged to beinnovative and their business school responds promptly for innovations, while,they are neutral with their business schools has innovative plans for thefuture and work methods are very quickly changed to meet new situations/3.

2.4. MOTIVATIONThe motivation for the faculty members in businessschools was analyzed and the results are presented in Table-5.Table-5. Motivation Sl. No. Motivation Mean Standard Deviation 1. I am motivated for efficient performance 3.

87 0.86 2. The senior faculty members take active interest in me and help me 3.28 1.02 3.

Due recognition, incentives and rewards are provided for my performance 3.81 1.03 4. I am highly motivated by the pleasant work culture 4.01 0.89 5.

My business school is intended to improve my self-image and provides personal growth 3.33 0.74 The results imply that the faculty members of business schools are agreed with they aremotivated for efficient performance, due recognition, incentives and rewardsare provided for their performance and they are highly motivated by thepleasant work culture, while, they are neutral with the senior faculty memberstake active interest in them and help them and their business school isintended to improve their self-image and provides personal growth.3.

2.5. REWARD The reward for the faculty members in business schools wasanalyzed and the results are presented in Table-6.Table-6. Reward Sl. No. Reward Mean Standard Deviation 1. I receive good salary 4.

03 0.72 2. Good job is recognized well 3.99 0.83 3. I receive additional benefits 3.42 1.

07 4. The pay scale of my business school 0is competitive with others 3.97 0.79 5. Promotions in my business school are done fairly 3.

35 1.02  The results show that the faculty members of business schools are agreed with they receivegood salary, good job is recognized well and the pay scale of their businessschool is competitive with others, while, they are neutral with they receive additionalbenefits and Promotions in their business school are done fairly. 3.3. SOCIO-ECONOMICSTATUS OF FACULTY MEMBERS AND ORGANIZATIONAL CLIMATE IN BUSINESS SCHOOLS              To study thedifference between socio-economicstatus of faculty members and organizational climate in businessschools, the ANOVA (Analysis of Variance) test is done and the results arepresented inTable-7.Table-7.Difference between Socio-Economic Status of Faculty Members andOrganizational Climate in Business Schools Particulars F-Value Sig. Gender and Organizational Climate 7.

586** .000 Age Group and  Organizational Climate 8.914** .000 Educational Qualification and Organizational Climate 5.

612** .000 Designation and Organizational Climate 6.038** .000 Monthly Income and Organizational Climate 8.755** .

000 Work Experience and Organizational Climate 9.103** .000 ** Significant at one per cent level       The results reveal that the F-values are significant atone per cent level indicating that there is significant difference between socio-economic status of faculty members andorganizational climate in business schools. So, the null hypothesis ofthere is no significant difference between socio-economic status of faculty members and organizational climate in businessschools is rejected. 3.

4. RELATIONSHIP BETWEEN DIMENSIONS OFORGANIZATIONAL CLIMATE AND JOB PERFORMANCE OF FACULTYMEMBERS OF BUSINESS SCHOOLS  To examine the relationship between dimensions of organizationalclimate and job performance of faculty members of businessschools, the correlation analysis is carried out and the results are presentedin Table-8.Table-8.Relationship between Dimensions of Organizational Climate and Job Performance of Faculty Members of Business schools Dimensions of Organizational Climate Correlation Co-efficient Work Environment 0.54** Respect 0.45** Innovation 0.52** Motivation 0.

56** Reward 0.58** ** Significant at one per cent level      The correlation coefficientbetween work environment and job performance is 0.54, which ispositively and moderately associated with each other at one per cent level ofsignificance. The respect and job performance is also positively andmoderately correlated with each other with the value of 0.45, which issignificant at one per cent level.The correlation coefficientbetween innovation and job performance is 0.

52, which ispositively and moderately associated with each other at one per cent level ofsignificance. The motivation and job performance is also positively andmoderately correlated with each other with the value of 0.56, which issignificant at one per cent level. The correlation coefficientbetween reward and job performance is 0.

58, which ispositively and moderately associated with each other at one per cent level ofsignificance. Thus, the null hypothesis of there is no significant relationshipbetweendimensions of organizationalclimate and job performance of faculty members of businessschools is rejected. 4. CONCLUSION            The foregoinganalysis shows that there is significant difference between socio-economic status of faculty members andorganizational climate in business schools.

The organizational climatedimensions of work environment, respect, innovation, motivation and reward are moderately and positively correlated with jobperformance of faculty members of business schools.To improve organizationalclimate in business schools, working conditions must becontinually improved in the business schools and the faculty members shouldappropriately valued by them and each and every department must respect otherdepartments in the business schools.In addition, business schools must have adequateinnovative plans for future development and methods of working should changevery quickly to meet new conditions. The senior faculty members in the businessschools should help junior faculty members to perform their job well and thebusiness schools must improve the self image and provide opportunities forpersonal growth and development of their fa