Examining the relationship between the effectiveness of independent kindergartens and school climate

The aim of this study is to examine the relationship between school climate and effectiveness in kindergartens. The data of the study were collected from 234 preschool teachers working in 42 kindergartens within the borders of the central district of Sakarya province in the 2023-2024 academic year. The Effectiveness in Preschool Institutions Scale developed by Çoban Söylemez et al. (2022) and the Preschool School Climate Scale (PSCS) developed by Ördek İnceoğlu and Aslan (2022) were used to understand the relationship between school climate and effectiveness. Arithmetic mean and standard deviation values were used to determine preschool teachers' views on school climate and effective school levels. Pearson Correlation test was used to determine the correlation between climate and effectiveness. Multiple linear regression analysis was used to determine whether school climate is a predictor of effectiveness. According to the research findings, both teachers' perceptions of school climate (4.48±.42) and perceptions of effective school (4.38±.45) are at high level. There is a significant, high level and positive relationship between school climate and school effectiveness (r=.835, p<.01). According to the results of multiple linear regression analysis, school climate is an important predictor of school effectiveness. School climate sub-dimensions explain 69.6% of the change in school effectiveness. Based on the research findings, it is recommended that studies should be carried out to improve school climate in order to provide effective schools.