The relationship between teachers' perceptions of organizational climate and their attitudes towards professional cooperation

Collaboration, which is among the important skills of the contemporary education and school understanding of the 21st century (4C; 'Critical Thinking', 'Collaboration', 'Communication', and 'Creativity'), is defined as an important educational process. This study, which is based on a relational screening model, seeks to determine the relationship between organizational climate and professional collaboration. The population of the study consists of 819 teachers working in 26 secondary education institutions in the city centre of Mardin. The whole number was preferred rather than the sampling. In this context, all teachers were reached and the analyses were carried out with 470 teachers who voluntarily participated in the study. According to the results obtained in the study, it was concluded that the level of openness for school principals in the organizational climate sub-dimension was "very high" for school principals, and "low" for teachers. Accordingly, teachers think that the positive contribution of school principals to the school's climate is very high while the positive contribution of them and their colleagues is low. According to the results, teachers' attitudes towards collaboration among colleagues are quite high. According to other results, teachers who are new to the profession find school principals more peremptory. Male teachers find school principals more restrictive than female teachers.