With continuous accountability and demands placed on education, school effectiveness remains a prime focus to researchers and administrators. This study was conducted to find out if the dimensions of organizational climate and academic optimism relate significantly in Region XI and XII. The respondents of the study were 101 full-time faculty. This study employed the descriptive-correlation design for it described the relationship between organizational climate and academic optimism. For organizational climate, the questionnaire developed by Hoy, Smith, and Sweetland (2002) was used. The questionnaire for academic optimism was from Goddard et al. (2000). The statistical tools used in treating the problems were the mean, standard deviation, Pearson-r, and multiple regression. The findings showed that in the aspect of organizational climate, teachers set high goals; students step up to the challenge, and principals supplied the resources necessary while exerting influence on the teachers’ behavior. Academic optimism generated high result with academic press being the driving force behind the significant result. Moreover, a significant association was established between organizational climate and academic optimism. With this, a faculty development program was proposed for better parent, family, and community involvement in the organization which had been proven to correlate with higher academic performance, teachers’ efficacy and school improvement.