Abstract:

In this study, it was aimed to reveal the perspectives of the teachers about the positive school climate in the school where they work. Exploratory sequential pattern, one of the mixed method patterns, was used in the study. The study group of the research consists of 107 teachers working in primary, secondary and high schools in Kırşehir city center in the 2019-2020 academic year. In the quantitative dimension of the research, the “School Climate Scale” was applied, and in the qualitative dimension of the research, data was provided to collect with a semi-structured interview form developed by the researchers. T-test for independent groups in determining the difference according to the gender variable of the scores obtained from the scale and One-way analysis of variance (ANOVA) was performed to determine of the difference according to the grade and seniority entered of teachers. In the findings, it was found that all the factors which take part in study of the school climate scores of the teachers did not show a statistically significant difference according to the gender variable, and there was a statistically significant difference in all the factors according to the grade that the teachers served. In order to establish a positive climate in schools of teachers, communication and cooperation is by respected every thought and idea; by requirement, needs, problems can be spoken easily; by helping and sharing within the framework of empathy-mutual understanding, love and respect; it was stated that social activities and social actions should be by continuous organized among teachers, students and school administrators. Within the framework of the obtained results, of the students or 4th grade teacher candidates can be investigated the perspectives about the school climate, and it is recommended to compare with these data the results.

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