Relationship between the level of realization of psychological couseling and guidance services in schools and school climate

This research aims to examine the relationship between the level of implementation of pschological cuonseling and guidance services carried out in schools and school climate. the research was conducted in the relational screening model and quantitative method. the universe of the research consists of 6171 teachers working in public secondary schools affiliated to the Ministry of National Education in Aksaray city center and its districts in the 2024-2025 academic year. The "statified random sampling" method was used for unbiased representation in the schools in Aksaray city center and its districts. "School Climate Scale" and "School Guidance Services Scale" were used for the research data. Aritmetic mean, percentage, frequency, standard deviation, t- Test, ANOVA, Gabriel, Tukey, correlation, simple and multiple linear regressiontechniques were used to analyze the collected data. According to the teachers, a positiv, moderate and significant relationship was found between the perception of psychological counseling and guidance services and the climate in the school. Teachers' views on perceptions of psychological counseling and guidance services did not differ in terms of gender and branch variables. There are significant differences in terms of teachers'views according to school type, age and educational status variables. A significant difference was found with other variables (gender, branch, educational status). A positive, moderate and significant relationship was found between the perception of psychological counseling and guidance services and school climate. According to the regression test result, the relationship between the perception of psychological counseling and guidance services and school climate can be predicted positively. In- service trainings and various activites can be carried out to raise awareness about psychological counseling and duidance services and school climate.