The relationship among the psychological resilience levels of the managers and teachers working in secondary schools and the perceptions of school effectiveness and school climate

This research aims to determine the psychological resilience levels, school effectiveness and school climate levels of administrators and teachers working in secondary schools and to examine the relationship among them. For this purpose, the model of the research was determined as a predictive relational model from quantitative approaches. While the population of the research consists of teachers and administrators working in public secondary schools in Ağrı province, the sample of the study consists of 31 administrators and 282 teachers working in public secondary schools in Ağrı city center in the 2022-2023 academic year, selected by maximum diversity sampling, one of the non-probability sampling types. "Brief resilience scale", "school effectiveness scale" and "school climate scale" were used in the research. In the analysis part of the research data, descriptive statistics were made for the participants' perception levels of each measurement tool. Correlation analyzes were conducted for the relationships between the variables discussed within the scope of the research for both teachers and administrators, and finally, simple linear regression analysis was conducted. In the analyses, the internal consistency reliability coefficient was taken as .05 and the SPSS (version 25) package program was used. As a result of the descriptive statistics, it was determined that the psychological resilience levels of the administrators were slightly high, the psychological resilience levels of the teachers were slightly low, the administrators' school effectiveness perceptions were high, the teachers' school effectiveness perceptions were slightly high, the administrators' school climate perceptions were high, and the teachers' school climate perceptions were high.It has been determined that the relationship between administrators' psychological resilience levels and both school effectiveness and school climate is not statistically significant. It has been determined that there is a statistically positive and high level relationship between administrators' perceptions of school effectiveness and their perception levels of school climate. It has been determined that the relationship between teachers psychological resilience levels and both school effectiveness and school climate is statistically positive and at a very low level. It has been determined that there is a statistically positive and moderate relationship between teachers perceptions of school effectiveness and their perceptions of school climate.