Abstract:

The aim of this study is to determine the effect of visioner leadership characteristics of school principals on the school climate. For this purpose, the relational survey model was used in the study and data were collected from 342 teachers. The data obtained from the research were SPSS 24 programs. There is a positive and high significant relationship between the visioner leadership characteristics of school principals perceived by teachers and school culture. In addition, it was revealed revealed that the visionary leader behaviors of school principals significantly predict and positively affect the school climate.The aim of the research is to determine the effect of the visionary leadership behaviors of school principals on the school climate. The research is in relational screening model. The research population consists of teachers working in public schools in Istanbul Gaziosmanpaşa district. In the 2020-2021 academic year, data were collected online from 342 teachers. Mean and standard deviation, t-test and regression tests were used for item analysis with the data obtained from the studies. The visionary leadership behaviors of school principals perceived by teachers were measured with the "Visionary Leadership Scale" developed by Çınar and Kaban (2012), and the school climate with the "School Climate Scale" translated into Turkish by Yüner (2018), and a positive and high level relationship was found between them. It is included in the study that school principals' visionary leadership behaviors are at a high level and teachers' perception of school climate is at a high level. It has been revealed that the visionary leader behaviors of school principals significantly predict and positively affect the school climate

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