The relationship between school culture and classroom teachers' perceptions of assessment and evaluation

In educational systems, school culture is an important factor shaping teachers' professional attitudes and approaches to assessment. The purpose of this study is to examine the relationship between school culture and classroom teachers' conceptions of assessment and evaluation in the Turkish context. The study aims to understand how teachers' conceptions of assessment are influenced by school culture. In addition, the reflections of this relationship on teaching practices are also discussed. The limited number of studies on this topic in the literature increases the importance of this study. The study is based on the relational survey model, one of the quantitative research methods. The sample of the study consists of 558 classroom teachers and school administrators selected from primary schools in the central district of Aksaray province. In the data collection process, valid and reliable questionnaires were used to measure their understanding of school culture and evaluation. The data obtained were evaluated with statistical analysis methods, and the effects of different dimensions of school culture on teachers' evaluation practices were examined in detail. This study is considered to be an important step towards filling this gap in the literature, and the findings obtained may provide guidance for future research. At the same time, understanding the impact of school culture on teachers' assessment processes will provide important guidance in developing educational policies and improving teaching practices.