Examination of the relationship between leadership styles and organizational climate of secondary school administrators according to teacher perceptions

The main purpose of this study is to examine the effects of leadership styles of school administrators on organizational climate, based on the opinions of the branch teachers working in secondary schools in the central districts of Diyarbakır (Bağlar, Kayapınar, Sur, Yenişehir). In the research designed as a descriptive study, the relational screening model was used. The research consists of branch teachers working in official secondary schools in the central districts of Diyarbakır (Bağlar, Kayapınar, Sur, Yenişehir) in the 2018-2019 academic year. There are 57 secondary schools in the central districts of Diyarbakır and 3315 teachers work in these schools. Since the content of the study is very large, sampling method was used by using stratified sampling method. For this purpose, the scale was distributed to 450 teachers working in 21 formal secondary schools and the returned 416 scales were taken into consideration. "School Principals Leadership Style Scale" and "School Climate Scale" were used as data collection tools. School Principals Leadership Style Scale includes 35 items and 3 sub-dimensions: "Transformational leadership, Releasing leadership, Sustainable leadership". On the School Climate Scale, there are 23 items and 5 sub-dimensions including "Democracy and commitment to school, Leadership and interaction, Success factors, Sincerity, Conflict". The data obtained in the study were analyzed with SPSS package program. In the analysis of the data; (Independent) T test, One-way variance analysis (ANOVA), Tukey test, Kruskal Wallis-H test, Mann-Whitney U test were used for samples. In addition, Multiple Linear Regression Analysis was conducted to determine the predictive levels of independent variables. As a result of the research, it is understood that the branch teachers, in their general opinions about the level of leadership styles of the managers, "While teachers think that their principals exhibit the behaviours towards the most transformational leadership style, they think that they exhibit the behaviours towards the sustained leadership style and at least the behaviours towards the liberating leadership style." In the general opinions of the branch teachers about the school climate, it is observed that the perceptions of the teachers about the success factors are at the highest level, whereas their perceptions about the conflict level are at the lowest level. Their perceptions about other dimensions respectively are in descending order; democracy and dedication to school, sincerity and leadership and interaction.