The perception of the teachers who work in primary schools about the corrlation between school climate and pupils' success

Every school needs to establish an appropriate and positive organizational culture in order to be able to provide an effective education and training. Education institutions differ from other schools with their organizational culture and identity. Although every school possesses unique cultural and organizational structure, they sometimes manifest resemblances with other schools. It is an undeniable fact that the formation of organizational culture of a school and their adoption by the administration and teachers would help boosting the success of that school and positively forming the teacher performance.Organisation climate is a term which is established on the structures that individuals in the society show distinctive expectation and behaviours to it and it reflects organisation?s mood in a certain period. Climate cannot be seen and touched by peoples but it is real and like air in a room, climate contains and affects everything happens in the organisation. However, schools affect working individuals in different ways by climate features which they have, as an extension, the aims tried to realize are formed according to these effects.In this research, the correlation between the school climate in primary schools and students? success has been conducted and students? level of the perception on these subjects has been surveyed. Research has been made using Relational Screening Model. In theory part, information has been given surveying related terms and literature profoundly and in practice part ?Organizational Climate Description Questionnaire? developed by Halpin and Croft (1963) and the points of 8th grade students in placement test (SBS) and grade point average have been used.Target population of the study has been constituted by 400 branch teachers who work in the official primary school in İstanbul, Küçükçekmece district and 8th grade students who had taken placement test (SBS). Data has been analysed in computer by using SPSS statistic programme. For the statistical analysis of the data; frequency, percentage, average, experimental standard deviation, Independent Group t-test, Single Direction Analysis Of Variance (ANOVA), Scheffe, Pearson Correlation have been used. Level of significance has been taken as p?0.05.As a result of the analysis, it is concluded that relationship between school climate in primary schools and pupil?s success hasn?t differentiated according to demographic variables. However;? As a result of a sample Kolmogorov-Smironov test to examine normality of placement test (SBS) points variable; it has been determined that it shows a meaningful range disparity from the normal range.? As a result of an independent group t-test to determine if School Climate Questionnaire points show a meaningful difference according to marital status or not, difference between the groups arithmetic average has been statistically meaningful.? As a result of Single Direction Analysis Of Variance (ANOVA) to determine if School Climate Questionnaire disintegration sub-dimension points show a meaningful difference according to professional seniority or not, difference among the groups arithmetic average has been statistically meaningful.? As a result of Single Direction Analysis Of Variance (ANOVA) to uncover if School Climate Questionnaire standing aloof sub-dimension points show a meaningful difference according to professional seniority or not, difference among the groups arithmetic average has been statistically meaningful.? As a result of Pearson multiple moments correlation analysis to determine whether there is a meaningful relationship between SBS points and grade points average or not, it has been concluded that there is a statistically meaningful relationship between variables in a positive way.Key words: School Climate, Success.