The concept of organizational climate of the organizations and other variables including job satisfaction of the employees and their performance began to be emerged in the early sixties with the work of Halpin and Croft (1963) in this area. The exercise of refinement and modification of the instrument was carried on by his followers in the field took into account the relationship of organizational climate and other variables, as organizational effectiveness, administrative styles, teacher's morale, leadership behavior, age, professional qualifications, job involvement, diffusion of innovations, quality of school life, social maturity of pupils and teacher effectiveness. Even though a handful of researches have been done with regards to organizational climate (Thompson, 2005; Allen, 2003; Volkwein and Zhou, 2003; and Johnsrud, Heck and Rosser, 2000), there is a lack of study carried out concerning organizational climate among higher education organizations' administrative staff, specifically in Pakistan.Aloofness refers to psychological and physical distance of principal from teachers. Degree of formality, holding of faculty meetings as business meetings and having tight meeting agenda, establishing firm rules for teachers and withholding results or classroom visits are indicative of principal's aloofness. Production Emphasis is the leadership behaviour of the principal that is characterized by degree of active supervision, degree of assertiveness in the supervisory role, scheduling teachers' work, correcting teachers' mistakes, doing most of the talking and seeing to it that teachers work hard. Thrust involves active, energetic, role-modeling aspect of the principal's behavior. Personal drive and vigor, arriving early and staying late, setting a good example by working hard and being active and interested in new educational developments are other features of this sort of behavior. Consideration is treating staff members as human beings. Kindness, humanitarianism, doing personal favour for teachers, helping them both in their work and in their personal lives and standing up for the teachers' best interests are characteristic features of this aspect of leadership behaviour of the principal (Halpin, 1966).