Examining the relationship between school climate, academic optimism and school effectiveness according to teacher perceptions

This study was conducted to identify the relationship between school climate, academic optimism, and school effectiveness among high school teachers. Relational survey model, one of the quantitative research models, was used in the study. The research sample consists of 348 teachers working in different types of public high schools in the central district of Düzce province in the 2022-2023 academic year. "Demographic Information Form", "School Climate Scale" adapted into Turkish by Canlı, Demirtaş, and Özer, "Academic Optimism Scale" developed by Wayne K. Hoy (2006) and adapted into Turkish by Çoban and Demirtaş (2011), and "School Effectiveness Scale" developed by Hoy (2009) were used to collect the data. It was determined that the data were normally distributed, and T-Test, One-Way Analysis of Variance (ANOVA), Pearson Correlation Analysis, and Multiple Linear Regression Analysis were performed. It was determined that teachers' perceptions of the school climate were at the "mostly" level, their academic optimism perceptions were at the "medium level agree" level, and their school effectiveness perceptions were at the "partially agree" level. According to the results of the research, it was determined that there was a significant difference between teachers' perceptions of school climate, academic optimism, and school effectiveness and gender variables, while there was no significant difference according to age, education level, and professional seniority variables. As a result of the analyses, it was determined that there was a positive, statistically significant, and high-level relationship between teachers' school climate, academic optimism, and school effectiveness variables. According to the results of the analysis, it was determined that both variables significantly predicted the dependent variable, school effectiveness. Suggestions were made in line with the research results.