Abstract:

The aim of this study is to determine the impact of the ethical climate, organizational commitment and teacher performance. The research participants are made up of 243 teachers working in the Sivas province center in the 2017-2018 educational year. The study used a relative scanning model to determine the relationship between the variables and the degree of this relationship. The study used the "ethical climate scale", the "organic commitment scale" and the "employee performance scale" as a data collection tool. A verifying factor analysis (DFA) has been conducted to ensure the structural validity of the measurements. The reliability is calculated by the chronbach alpha reliability ratio. Analysis was carried out with the AMOS 24 program according to the hypotheses and models created later. In the verifying factor analysis and assessment of the model's conformity, the values of X2/sd, GFI, CFI, AGFI, TLI, RMSEA, and SRMR were taken into account. In this regard, my main model’s compatibility well-being values are calculated as X2/sd = 1,068, GFI=,906, CFI=,990, AGFI=,887, TLI=,988, RMSEA=,017 and SRMR=,0503. The findings of the study show that the ethical climate in schools affects the organizational commitment in a positive and meaningful way and that the ethical climate affects the organizational commitment in a meaningful way. Another conclusion from the study is that the ethical climate in schools affects teachers’ performance in a positive and meaningful way. In addition, the ethical climate and organizational commitment together have a positive and meaningful impact on the employer’s performance. Moreover, the ethical climate and organizational commitment together significantly explain the employer’s performance.