Organizational Climate in Primary Education Institutions

This article analyzes the organizational climate in primary schools in the central region of the state of Guanajuato, Mexico, through the ECL instrument Valenzuela (2005), invited 20 primary of which responded favorably 17, 125 instruments were applied, seven were discarded due to errors in filling, and in this paper we present the results of the remaining 118. The instrument showed a high consistency (Cronbach's alpha 0.965), ECL dimensions showed a consistency that could be distributed in three groups, the consistency greater than 0.9 (pride, monitoring, communication, promotion and administration), a second group with a consistency between the 8.5 and the 8.9 (development, training and teamwork) finally threw personal work dimension consistency of 0.727. Through correlational analysis was possible to establish an explanatory model of how this group of primary schools, through the responses of their teachers, interact, understand and live the dimensions established by ECL. It identified the dimension of management as a central dimension that links a large group of dimensions that was dubbed the group dimension (personal work, teamwork, supervision and communication) and was termed personal dimension (training, development, promotion and physical and cultural environment), the dimension of pride was detached from the main groups are proposed explanations.