Sambodhi (UGC Care Journal) Copyrightⓒ2021Authors ISSN: 2249-6661 Vol-44, No.-1(VII), January-March (2021) 88 Influence of Decision Making Style on Organisational Climate Dr. Mouna Gupta Ph. D (Education), Jamia Millia Islamia, New Delhi Abstract The purpose of the study was to identify the pattern of Decision making styles of Principals and its impact on the Organisational Health of Government and private schools from 9 districts of Delhi. Sample consisted of 27 Private and 27 government schools from these districts. All the principals along with 2 PGTs and 2 TGTs from each school, making a total of 216 teachers was also included. Principals were administered Decision making style situation test, and teachers were administered Organisational Health questionnaire. Qualitative as well as Quantitative analysis was conducted to evaluate the data collected from these 54 schools. Most of the findings were not in line with the hypothesized assumptions. Majority of Principals follow Heuristic decision making style. Routine decision making style was least followed. Routine decision making style was inversely proportional to Organisational climate as the coefficient of correlation was -0.5. It was observed that the principals of private schools were somewhat more creative in their decision making compared to principals of government schools. The study categorically reveals that any decision making style of a principal will affect every member of an organization in one way or the other, only the degree of influence differs. It is hoped that findings of the study would be helpful in the selection, recruitment and other development practices for the employees in the educational institutions as it is seen that Heuristic decision making style and its facets were significantly positively correlated with innovative work behaviour and its facets. Keywords: Decision Making, Routine Decision Making, Heuristic Decision Making, Compromised Decision Making, Organisational Health. Introduction: Every day people are faced with the need to make decisions. Decision-making, therefore, encompasses an array of processes some of which have been the subject of extensive investigations. In today‟s global knowledge economy, education plays a vital role in determining a country‟s economic growth and its people‟s standard of living (Gupta, 2016). Leadership is a basic element of education. A great leader can inspire entire community; his influence radiates, and he exemplifies in his own life and ideas of education. For the successful implementation of the educational programme the classroom teacher, the principal, the supervisor and the administrator should assume leadership. In a period of crisis and transition the position of the educational leader is more significant than at any other time. One of the key functions of leaders is to set long-term goals for their organizations. In organizational development of the school, the principal, is regarded as the one who guides and creates an appropriate environment for the teachers, students and the supporting staff and other stake holders. Cilek (2019), working on Organizational leadership and effectiveness, maintained that a vision being an outcome of a cooperative effort is closely related to the leadership style of the principal. Unless the principal operates as an effective leader, very little could be changed in the school. This is mainly caused by the fact that it is the principal who exhibits decision making behaviour in the development, maintenance and conservation of the school health. School health has been defined as the organization‟s ability to adapt to its environment, accomplish goals and maintain unity among members. What also affects the learning climate and morale of teachers is the leadership of the principal. The two important elements of effective leadership are building up positive interpersonal relations and taking sound decisions. The principal is also in charge of ensuring that students receive high quality instruction and that teachers work to raise student achievement, maintain high standards of student conduct and enforce discipline when necessary. Principal also has to maintain a safe, supportive learning environment within the school, plan and implement opportunities for teacher and staff development, communicate with students, teachers, parents and community organizations and provide opportunities for community involvement in all phases of the school program. Need Of Study : Schools have been marked as the most important basic unit that will raise the educational quality towards international goals. Teaching in India has been observed to often be rather disciplinary and textbook based, which has led to a neglect of a more systemic approach to study causes and solutions. Other challenges especially relevant for low and medium human development countries include a lack of time, money, teacher training and government support (HDR, 2020). India has been categorised as a Medium Human Development Country with a rank of 131 under Quality Human Development Index. This obviates the need for substantial transformation of how education leaders and participants look at systems and processes. Such transformation requires releasing existing assumptions and beliefs through experiential processes, allowing for the evolution of education processes rather than the creation of new ones. Many school curricula focus on knowledge transmission, not action competence, which is insufficient to change behaviour. Reforms could be implemented using strategies to strengthen the link between academic content and personal responsibility. The effectiveness of Indian Schools, as evaluated by education indicators of the United Nation Development Programme (UNDP) has shown that as a whole, Indian Education still lacks competitive capacity at an international level. It is to be noted