Okul yönetişimi ile okul iklimi arasındaki ilişkinin öğretmen görüşlerine göre incelenmesi
xmlui.mirage2.itemSummaryView.MetaDataShow full item record
This study aimed to find out the relationship between school governance and school climate. The opinions of teachers working in public and special high schools located in the central distincts of Kayseri were analyzed in terms of gender, marital status, age, school type, professional seniority, working years in current school, union membership and socioeconomic status of the school. The study was designed as a quantitative research. Sample of the study consisted of 375 teachers working in the public and special high schools in Kayseri during 2016-2017 academic years. To measure levels of the current school governance and the expected school governance “School Governance Questionary” was developed. To measure the teachers’ perception of school climate “Organizational Climate Index” developed by Hoy, Smith and Sweetland (2002) was adapted into Turkish. Data were analyzed with t-test, ANOVA, LSD as post hoc tests, multiple correlation and multiple regression techniques. The construct validity of data collection tools was tested by confirmatory factor analysis (CFA). The fit-good values obtained as a result of CFA showed that the factor structures of the scales were verified. For the reliability of the scales, Cronbach's alpha coefficients were calculated. The Cronbach alpha value of the “School Governance Questionary” was .91 for “Current School Governance” and .95 for “Expected School Governance”. The Cronbach alpha value of the adapted “School Climate Questionary” was calculated .88. A moderate significant positive relationship was observed between all dimensions of school governance and all dimensions of school climate. “Rule of Law” and “Participation” dimensions were identified as significant predictors of school climate. The study showed that school type, gender, marital status, union membership, professional seniority, working years in current school, socioeconomic status of school were significant variables which differ the teachers’ opinions.