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The purpose of this study is to verify the effectiveness of conventionally practiced, volleyball activities on organizational climate and effectiveness in elementary schools, so as to suggest a theoretical foundation that volleyball support to establish social roles in school organization. The study represents elementary school teachers in G city of 2008. Among elementary schools in five districts(B, N, D, S, G), the schools with over 18 classrooms and more than 30 employees were taken as a sampling frame. A total of 20 schools, 4 from each district, were selected through stratified cluster random sampling. After the questionnaires were completed, the data from 381 of subjects were analyzed. The results of the study and the conclusion of the discussion are as follows; First, degree of male teachers' participation in volleyball activities affects the organizational climate. As for school managers' behaviors, male teachers' affective participation in volleyball activities has an effect on a school manager's bureaucracy-oriented leadership, while all three of cognitive, affective and psycho-motor participation have an effect on goal-oriented leadership. When it comes to human-oriented leadership, it is affected by cognitive and affective participation. As for teachers' behaviors, their activeness is affected by psycho-motor participation, and their friendliness and commitment to an organization are affected by cognitive and affective aspects in the activities. As to female teachers, affective participation in volleyball activities has an effect on a school principal's bureaucracy-oriented leadership. All of cognitive, affective and psycho-motor participation have an effect on their goal-oriented leadership while human-oriented leadership is affected by affective participation in the activities. When it comes to teachers' behaviors, activeness is affected by cognitive and affective participation, and both friendliness and commitment to an organization are affected by affective participation. Second, when it comes to the effect of teachers' extent of participation in volleyball activities on organizational effectiveness, male teachers' organizational commitments varied with their affective participation. While their organizational adaptabilities showed difference according to degree of their psycho-motor participation, their job satisfactions were affected by the affective participation. In case of female teachers, organizational commitments, organizational adaptabilitites, and job satisfactions all were affected by the affective aspect of participation in volleyball activities. Third, both male and female teachers' degree of participation in volleyball activities directly affected their school's organizational climate, and organizational climate had a direct effect on organizational effectiveness as well. However, it did not appear that degree of participation in volleyball activities directly affected organizational effectiveness among either male or female subjects.