Abstract:

The aim of this research is to study the relationship between the organizational climate and their own performance perceptions of teachers working in high schools. The research was conducted in the 2018-2019 educational year with 393 teachers working in official high schools in the Epheler, Söke, Incirliova and Koçarlı districts. The research data was collected using "Organized Climate Scale" and "Teacher Performance Assessment Scale". The data analysis used frequency, percentage, arithmetic average, Mann Whitney U Test and Kruskal Wallis H Test. Spearman Correlation Analysis has been used to determine the relationship between the organizational climate of teachers and their own performance perceptions. The research finds that teachers’ perceptions of the organization climate are low in the dimensions of supporting manager behavior, collaborative teacher behavior and intimate teacher behavior, while commander manager behavior, restrictive manager behavior and uninteresting teacher behavior. According to the research findings, teachers’ perceptions of the organization climate differ significantly according to the variables of gender, age, branch, year of service in the profession and year of service in the school, while their perceptions of performance don’t show a significant difference according to the variables. The research finds that teachers have a meaningful relationship between organizational climate perceptions and performance perceptions.

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