Abstract:

The aim of this study is to reveal the relationship between teachers' perceptions of organizational silence and school culture. The universe of the study has conducted in the relational screening model consists of the teachers working in Fatsa district of Ordu in the 2017-2018 academic year. 587 teachers were determined by random sampling method has constituted the sample of the study. The data of the study has been collected by "organizational silence scale" and "school culture scale". Percentage, arithmetic mean, frequency, t-test, ANOVA test, Scheffe test, simple and multiple regression techniques have been used in the analysis of the data. According to the research findings, it has been determined that teachers' perceptions of organizational silence were at a moderate level. It has also been determined that teachers' perceptions of school culture are above average in the sub-dimensions of support, duty and success, and medium in the sub-dimension of bureaucratic culture. No significant differences have been found in teachers' perceptions of organizational silence according to the variables of gender, age and seniority. Significant differences have been observed in teachers' perceptions of organizational silence according to the variables of branch and school working time. Significant differences were observed in teachers' perceptions of school culture according to gender, age, branch, seniority variables.According to the variable of working time at school, there have been no significant differences in teachers' perceptions of school culture. It has been determined that there is a negative relationship between teachers’ perceptions of organizational silence and the sub-dimensions of support and success culture also there is a positive significant relationship between bureaucratic and duty culture sub-dimensions. It has been observed that teachers' organizational silence variable is a significant predictor of the support, success and bureaucratic sub-dimensions of school culture.

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