This study was designed to conceptualize and measure organizational climate of elementary schools. Specially, an attempt was made to investigate the dimensions of principal's behavior and teacher's behavior and develop Korean version of Organizational Climate Description Questionnaire(OCDQ-KOR). The preliminary OCDQ-KOR contained 60 items. Pilot study was conducted to reduce the number of items of which the preliminary questionnaire contained. A pilot sample of 47 elementary schools was identified for exploration and refinement of the instrument. Since the unit of analysis was the schools, individual data were aggregated at the school level for each item and exploratory procedures were performed to reduce the number of items and determine the factor structure of the new questionnaire. The six dimensions of school climate that finally emerged were grouped into two categrories. Three of the dimensions described principal behavior which was named teacher orientation, goal orientation and bureaucratic orientation. The other three depicted teacher behavior which characterized by committment, intimacy and disengagement. Having completed the data reduction and reconceptualization of the new questionnaire in the pilot study, the OCDQ-KOR of 30 items was ready for further testing. A series factor analysis was performed on new seperate sample of 171 elementary schools. School mean scores were calculated for each of the 30 items, and the item-correlation matrix for the 171 schools was factor analyzed. A six-factor solution with a varimax rotation was performed, and the five factors with eigenvalues of 9.99 to 1.07 explained 73.6% of the variance. The results demonstrate stability in the factor structure of the OCDQ-KOR. The items are high on only the appropriate subtest. Moreover, the reliability coefficient remain high : the alpha coefficients are intimate(.83), committed(.82), disengaged (.84), teacher oriented(.96), goal oriented(.88) and bureaucratically oriented(.93). Factor structure were virtually the same. A two-factor solution with a varimax rotation was performed for the five subtests. Intimate, committed, goal oriented. and disengaged behavior load strongly on Factor Ⅰ, while teacher oriented and bureaucrdtically oriented principal behavior load strongly on Factor Ⅱ. Factor Ⅰ was named openness, while Factor Ⅱ was called supportivesness of principal behavior. The following combination of standardized scores on the subtests provides an openness index for elementary schools. Openness Index ＝ (intimate behavior score ＋ committed behavior score ＋ goal oriented behavior score) － (disengaged behavior score)