Abstract:

The objective of this study is to examine relationship between school climate, teacher effectivenessand students’ comitment to school from the view of high school students. A total of 1062 studentsfrom districts (Altındağ, Çankaya, Etimesgut, Gölbaşı, Keçiören, Mamak, Pursaklar, Sincan,Yenimahalle) of Ankara participated in the study used a relational screening model research. “SchoolClimate Scale”, “Teacher Effectiveness Scale” and “School Commitment Scale” were used to gatherdata. The correlations between variables were calculated by means of correlation and regressionanalysis. Correlation analysis indicated that there were meaningful positive relationships betweensupportive teacher behaviors, achievement orientation, safe learning environment which aredimensions of school climate and teacher effectiveness, student commitment to school. Besides,teacher effectiveness positively correlates with student commitment to school. Dimensions of schoolclimate are significant predictors for teacher effectiveness and student commitment to schoolaccording to results of multiple regression analysis. However, teacher effectiveness predictedstudent commitment significantly. Furthermore, school climate and teacher effectiveness predictedstudent commitment to school more significantly. These findings showed that positive schoolclimate contributes level of teacher effectiveness and student commitment to school in a positiveway. Suggestions for creating and developing a positive school climate were presented at the end ofthe study.

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