Investigation of the relationship between servant leadership skills of school administrators organizational climate and teacher motivation

The aim of this study is to examine the level of relationship between school administrators' servant leadership practice skills, teacher motivation, and organizational climate, according to teacher perceptions. In this quantitative study, which aims to determine the relationship between more than one variable, the relational survey method was used. The population of the research consists of 2673 teachers working in public and private schools in Kırşehir city center. The sample of the study consisted of 348 teachers from these schools who participated in the study and were determined randomly. The data were collected with "Servant Leadership", "Organization Climate" and "Teacher Motivation Scales". In the analysis of the data collected within the scope of the research, descriptive statistics (mean, standard deviation, minimum, maximum), unrelated samples t-test, One Way ANOVA, and Pearson moments multiplication correlation coefficient were calculated. Within the scope of the research, IBM SPSS 25 software was used to analyze the data. Multiple Linear Regression analysis was used. As a result of the evaluation of the obtained findings; According to the perceptions of the teachers included in the research; It was concluded that school administrators showed a high level of servant leadership skills. According to the results of the research, while the servant leadership perceptions of school administrators do not differ significantly according to gender and education level, they differ significantly according to age, seniority, working hours, branch, and education level. According to teacher perceptions; It is seen that the levels of commanding principal behavior, restrictive principal behavior, and indifferent teacher behavior from organizational climate dimensions are low, while the level of supportive principal behavior, sincere teacher behavior, and collaborative teacher behavior are high. Again, according to the results of the research, it can be stated that teacher motivation levels and sub-dimension levels are high for all teacher perceptions. While gender and working time do not differ significantly in teachers' motivation perceptions, they show significant differences according to age, education level, seniority, branch, and education level. School administrators' servant leadership behaviors and organizational climate variables show a high and significant relationship with teachers' professional motivation scores. While it is seen that the variables of servant leadership behaviors and sub-dimensions and organizational climate sub-dimensions such as supportive principal behavior, commanding principal behavior, restrictive principal behavior, collaborative teacher behavior, and indifferent teacher behavior are significant predictors of professional motivation, the sincere teacher variable does not seem to have a significant effect. The findings obtained within the scope of the research were discussed on the basis of the relevant literature. Keywords: Servant Leadership, Organizational Climate, Motivation