Teachers' views on innovative schools and organization climate (Bolu province)

The aim of this study is to determine whether there is a significant relationship between the opinions of the central district secondary school teachers of Bolu province by determining their opinions on the innovative school and organizational climate. For this purpose, the opinions of teachers about innovative school and organizational climate were determined and the relationship between teachers' opinions about innovative school and organizational climate was examined. The study population of the research conducted in the relational survey model consists of 306 middle school teachers who work in the central district secondary schools of Bolu province in the 2017-2018 academic year. In the study, personal information form as a data collection tool, "Innovative School Scale developed by Aslan and Kesik (2016) aiming to measure the innovation level of schools and "Organizational Climate Scale" in adapted to Turkish by Yılmaz and Altınkurt (2013) were used to determine organizational climate. Statistical analysis of the data obtained from the data collection tool was analyzed by using SPSS 20 program. Arithmetic mean (X), percentage (%), standard deviation (Ss), frequency (f), Mann-Whitney U test, Kruskall-Wallis H test and Spearman Rho correlation analysis were performed in the analysis of the data obtained from the scales. The difference in the research and the significance level of the relations were accepted as p <.05. According to the results of the research, while "sometimes" level of teachers' opinions about the innovative school is in the scale of scale, it is rarely in the organizational dimension and organizational barriers. The views of teachers on the organizational climate are usually in the scale of total scale and supportive manager behavior and leri sometimes yönelik in the dimensions of mandatory and restrictive manager behavior. The gender variable of the teachers made a difference in the restrictive behavior of the organizational climate. The age variable was a difference in the innovative atmosphere of the innovative school. The educational status variable was the difference between the organizational obstacles dimension of the innovative school and the supporting behavior of the organizational climate and the scale. The branch variable has made a difference in the whole of the innovative school, the supportive manager behavior of the organizational climate and the total scale. The managerial period, the organizational barriers of the innovative school, the supportive manager behavior of the organizational climate, the commanding manager behavior, and the significant difference in the total scale. It was found that there was a statistically significant positive correlation between the opinions of teachers about innovative school and their opinions on organizational climate. There were positive and negative correlations between the sub-dimensions.