Examination of relationship between organizational climate and teachers' classroom management skills in kindergardens: The example of Malatya

This research aimed to reveal the relationship between preschool teachers? perceptions of the organizational climate at their schools and the perceived classroom management skills. In line with the study aim, a total of 102 teachers from the Malatya City Center were recruited at the 2011-2012 academic year. A ?Personal Information Form? to learn about the teachers? characteristics, ?Organizational Climate Description Survey? to learn about the teachers? perceptions of the organizational climate, and the ?Classroom Management Skills Levels Scale? to learn about the teachers? perceptions of their classroom managements were employed. SPSS 17 software was run to analyze the data; frequencies, percentages, Cluster analysis, Pearson?s correlation coefficient, and the Regression analysis were employed.As a result; among 15 schools, five had ?Open?, 2 had ?Interested?, 3 had ?Uninterested? and five had ?Close? school climates. A significant relationship was not found between the subscales of the organizational climate and teachers? age, educational level, total work time as a teacher, total work time at the present school, and the daily working hour at the present school. A significant positive relationship was found between the children?s age group and the ?Professional Cooperation? of the organizational climate and between the number of children and the ?Sincerity? subscale of the organizational climate. A negative relationship was revealed between the number of children and the ?Support? subscale of the organizational climate.It is indicated that the majority of teachers? perceptions revealed enough levels of classroom management skills. There was no a significant relationship between the demographic characteristics and the perceived classroom management skills. There was no significant relationship between the classroom management skills and the subscales of ?Close Control?, ?Obstructiveness?, and ?Uninterested?; however there were significant relationships between the perceived classroom management skills and the subscales of ?Support?, ?Professional Cooperation?, and ?Sincere?. The regression analysis run to infer the effects of the perceived classroom management skills on the perceived organizational climate revealed no significant results.