Abstract:

The objective of this research is to measure the effect size of the relationship between organizational climate and leadership style by employing a meta-analysis method, with a focus on teachers' perceptions. This study encompasses master's and doctoral theses that employed quantitative research methodologies, as well as articles published in peer-reviewed journals regarding organizational climate and leadership in educational institutions in Turkey from January 1988 to August 2022. Based on the study's inclusion and exclusion criteria, 36 research works examining the relationship between organizational climate and leadership were incorporated into the meta-analysis. The Comprehensive Meta Analysis V3 (CMA) Program facilitated the data analysis. Results were interpreted using the random effects model. To ascertain potential publication bias, Orwin's Fail Safe N analyses were undertaken alongside Funnel plots. Moderator variables included gender, publication type, educational level, research region, and leadership style. Based on the study's findings, no publication bias was identified. The effect size for the relationship between organizational climate and leadership style was measured to be moderate and positive. Following the moderator analysis, it was found that the type of publication, education level, researcher's gender, and leadership classification did not impact the relationship between organizational climate and leadership. It was determined that the studies differed significantly according to the moderator of the region. According to the results of the research, it is recommended that both school administrators and teachers receive training on leadership.

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