The relationship between behaviours of school climate and organizational creativity in primary and secondary schools

In this study, it was aimed to determine the relationship between behaviours of school climate and organizational creativity primary and secondary schools. The study was designed in the survey model. The universe of the study is consisted of 1935 who are working in primary and secondary schools in the city center of Kütahya in 2014-2015 academic year, and the sample of the study is consisted of 342 teachers defined by cluster random sampling technique. The study data was collected The Organizational Climate Description for Elementary Schools developed by Hoy and Tarter (1997), adapted into Turkish by Yılmaz and Altınkurt (2013) and The Organizational Creativity Inventory developed by Balay (2010). While analyzing the data, to compare descriptive statistics t-test, one way variance analysis and Pearson Product Moment Correlation Coefficient correlation coefficient were used. According to the findings obtained from the study; teachers participated in the study showed respectively the highest level of participation among the sub-dimensions of organizational climate related to school principals Supportive Principal Behavior, Restrictive Principal Behavior and Directive Principal Behavior. The teachers showed respectively the highest level of participation among the sub-dimensions of organizational climate related to teachers' behavior Collegial Teacher Behavior, Intimate Teacher Behavior and Disengaged Teacher Behavior. The teachers' views statistically significant differences in collegial teacher behavior and intimate teacher behavior according to gender; restrictive principal behavior and intimate teacher behavior according to age; intimate teacher behavior according to seniority; restrictive principal behavior according to branch; restrictive principal behavior and directive principal behavior according to the total number of teachers in the school variables. Teachers attending the study showed respectively the highest level of participation among the sub-dimensions of organizational creativity as Individual Dimension, Social Dimension and Administrative Dimension. The teachers' views related to Individual Dimension of organizational climate show statistically significant differences according to the gender, age and seniority. The positive direction low level relationships were found the participants' perception of the relationship between supportive principal behavior, intimate teacher behavior, collegial teacher behavior and individual dimension of organizational climate. The positive direction low level relationships were found the participants' perception of the relationship between directive principal behavior, intimate teacher behavior, collegial teacher behavior and administrative dimension of organizational climate. There were found the positive direction medium level relationships between supportive principal behavior and administrative dimension of organizational climate; the negative direction low level relationship between restrictive principal behavior and administrative dimension of organizational climate. The positive direction medium level relationships were found the participants' perception of the relationship between supportive principal behavior, intimate teacher behavior, collegial teacher behavior and social dimension of organizational climate. There were found the positive direction low level relationships between directive principal behavior and social dimension of organizational climate; the negative direction low level relationships between restrictive principal behavior and social dimension of organizational climate.