Investigation of teachers' perceptions of school climate in terms of various variables

Abstract

This research evaluates teachers' views on school climate perceptions according to demographic factors. The research sample comprises 562 teachers working in Izmir in the 2022-2023 academic year. The School Climate Scale was used as the data collection tool for the research. The data obtained from the sample was analyzed with the SPSS 22.0 program, independent groups t-test and one-way analysis of variance were used to analyze the data, and the findings and results were evaluated. Some conclusions were reached according to the results of the t-test and ANOVA Tests. Accordingly, school climate perception varies in some sub-dimensions depending on the teachers' gender. Accordingly, democracy and school dedication, success factors and conflict sub-dimensions may vary depending on the different perspectives of men and women. Perceptions of school climate may differ depending on teachers' professional seniority. It has been determined that the sub-dimensions of democracy and school dedication, leadership, success factors, sincerity and conflict differ according to professional seniority. It is seen that the sub-dimensions of democracy and school dedication, success factors and sincerity vary according to the length of time working with the current principal.