To explore the role of educational administrators in creating a moral atmosphere and social support and its relation with organizational performance, a random sample of 160 teachers from two districts in Yazd was given a set of three questionnaires each measuring one of the three constructs. Statistical data analyses revealed school administrators’ perspective impacts schools moral atmosphere, and the type of moral atmosphere, as well as the administrators and teachers’ social support affects teachers’ organizational performance. Furthermore, it was discovered that from among the five types of atmosphere, the instrumental perspective is more emphasized. In such an atmosphere the desired performance is less frequent and teacher performance is only related to their efficacy. The best predictor for the desired organizational performance is administrators’ social support. A comparison between public and private schools revealed no significant difference in their atmospheres nor social support, however, with the increase in years of experience, perceptions of moral dimensions of caring and law abiding are improved.