Teacher freezing refers to a condition in which educators become stagnant in their professional growth, engagement, and instructional practices, often due to institutional constraints, stress, lack of motivation, or limited professional development opportunities. This study examines teacher freezing within the framework of organizational climate and explores how institutional factors contribute to or mitigate this phenomenon. By analysing existing research and scholarly literature, the study identifies key determinants such as teacher burnout, organizational support, stress, and leadership practices. The findings reveal that there is no significant difference in the level of teacher freezing between government and private higher secondary school teachers. Additionally, no significant difference was found between male and female teachers in terms of teacher freezing.