Examining the relationship between teachers' school climate perceptions and organizational trust

The purpose of this study is to examine the relationship between teachers' perceptions of school climate and organizational trust in terms of various variables. In the study, teachers' perceptions of school climate and organizational trust were analyzed in terms of teachers' gender, educational degree, type of school, age, professional seniority, tenure at the school, and working time with the administrator. Correlational survey model, one of the quantitative research methods, was used in the study.The universe of the research consists of 372 teachers working in Hamur district of Ağrı province in the 2024-2025 academic year. The data in the study were collected with "School Climate Scale" and "Omnibus T Scale". Arithmetic mean, frequency, percentage, t test, ANOVA, correlation and multiple regression analysis techniques were used in data analysis. In line with the results obtained from the research findings, it was seen that there was no significant difference between the perceptions of school climate and organizational trust in terms of teachers' gender, type of school, professional seniority, tenure at the school, and working time with the administrator. As a result of the analyses, when teachers' perceptions of school climate and organizational trust were examined in terms of educational degree, it was concluded that there was a significant difference in favor of teachers with bachelor's degree in terms of school climate. It was detected that there was a strong positive and significant relationship between teachers' perceptions of school climate and organizational trust and that organizational trust explained approximately 70 percent of the variance related to school climate perception. In line with the research findings, it can be suggested to improve teachers' perceptions of organizational trust in order to make their perceptions of school climate more positive.