The relationship beetween organizatonal climate and job satisfaction in primary schools (a study in İstanbul)

The aim of this study is to determine, by perception of teachers, the relationship between organizational climate and job satisfaction in primary schools. The research is based on relational and casual method of survey. In the study, maximum variety of method is used for determining sampling. In this context, the sampling group is composed of 14 primary schools with 422 teachers in three districts (Bakırköy, Bahçelievler ve Bağcılar), which are considered as upper, middle and lower socio-economic level in the limits of Metropolitan City of Istanbul.In the study, a survey for determining organizational climate in primary schools, namely ?Definition of Organizational Climate in Primary Schools? developed by Hoy, Tarter and Kottkamp (1991), and another survey for determining job satisfaction of teachers, namely ?Job Satisfaction of Education Manager? developed by Balcı (1985) are used. In analysing data, of descriptive statistic methods, mean ( ), standart deviation (s), percentage (%) frequency (f) transactions and also Pearson moments two-tailed correlation analysis and multi-regression analysis are used.According to findings, it is found that replies of teachers within the sampling at most display behaviours of Professional teaching in relation with organizational climate. It is identified that teachers were satisfied at the most with relations between persons and were satisfied at he lowest with salary. Generally, there is a meaningful and middle level relationship between organizational climate and job satisfaction at positive direction. According to this result, as the perception of teachers towards factors influencing organizational climate in primary schools is positive, their job satisfaction increases in the same rate.When the relationship between dimensions of organizational climate and job satisfaction is considered, there is a meaningful relationship at middle level and positive direction between professional teacher behaviors, supportive principal behavior, genuine teacher behavior and directive principal behavior. However, it is found that there is a meaningless relationship at negative direction between job satisfaction and restrictive principal behavior and unrestrained teacher behavior. If the principal displays restrictive behavior against teachers, job satisfaction of teachers decreases. In the same way, the fact that colleagues in the school display unrestricted teacher behavior decreases job satisfaction of teachers. According to results of regression analysis for identifying whether organizational climate support job satisfaction or not, it is seen that the variants of directive principal behavior, supportive principal behavior, professional teacher behaviors, genuine teacher behavior and unrestricted teacher behavior are meaningful supportives on job satisfaction. However, it is reached that the dimension of restrictive principal behavior negatively influences job satisfaction