Investigation of the effect of the motivational language used by school administrators on school climate and academic achievement

This study aims to examine the effects of the motivational language used by school administrators on teachers' perceptions of school climate and academic achievement. The study investigates whether teachers' perceptions of motivational language vary according to variables such as gender, subject area, years of teaching experience, and educational background. The relational survey model, a quantitative research method, was employed in the study. The population of the research consists of public and private middle school teachers working in the province of Hakkari during the 2023-2024 academic year. The sample consists of 635 teachers selected through simple random sampling method. Data collection instruments include a "Personal Information Form" a "Motivational Language Scale" and a "School Climate Scale" Student achievement is evaluated based on the average school performance in the central exam of the High School Transition System ( for the 2023-2024 academic year. The collected data were analyzed using SPSS and AMOS software, employing one-way analysis of variance (ANOVA), independent samples t-test, Pearson correlation analyses, and descriptive statistics to determine demographic characteristics. According to the research findings, motivational language significantly predicts a positive relationship with school climate and positively correlates with academic achievement at a rate of 10%, significantly predicting it as well. In the research, it was found that school administrators most frequently used directive language.