Özet:

In this study, it is aimed to reveal the opinions of teachers about how school climate affects teachers' motivation. The case study method, one of the qualitative research models, was used in the study. In the analysis of the data, descriptive, inductive analysis methods where used. The participant group of the study consists of 14 teachers, 7 primary school and 7 secondary school teachers, who are primary and secondary school teachers in Antalya. The study includes evaluations of how school climate affects teacher motivation. As a result of the research, it was concluded that positive school climate affects motivation positively and negative school climate affects motivation negatively. The meaning of positive school climate for teachers; the common action of the stakeholders, the open communication of the administrative staff with the teachers, the need for an understanding management style, the importance of social activities and special days in the school, the good physical conditions, the solidarity and cooperation teachers. Negative scholl climate means the following for teachers, opressive, threatening, unappreciatiye, closed to communicatiaon and despotic administrator attitudes poor pysical conditions, failure of satekholders to act together poor pysical conditions of the scholl, formation of uncammunicative teachers group. At the same time, the teachers stated that the school climate is very important for them to be able to work efficiently in the schools where they work, and for a working environment where they feel happy and belong while working. This study can be useful in terms of how positive school climate and motivation-enhancing environments should be.

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