Relationships between organizational climate and teachers' academic optimism levels in public schools

This study aimed to examine the relationship between organizational climate and academic optimism levels according to teachers' opinions. A descriptive study based on relational screening model, which is one of the quantitative research methods, was conducted in the study. According to the research results; it was found that teachers' perceptions of organizational climate and school academic optimism were above average. In the examination according to gender: restrictive principal behavior, sincere teacher behavior, indifferent teacher, self-efficacy, trust and school academic optimism general scales were found. In the examination according to marital status; statistically significant differences were found in supportive principal behavior, sincere teacher behavior, collaborative teacher behavior, self-efficacy and Academic emphasis sub-dimensions. In the examination according to educational status; statistically significant differences were found in supportive principal behavior and imperative principal behavior sub-dimensions. In the examination according to branch status; statistically significant differences were found in indifferent teacher behavior and self-efficacy sub-dimensions. In the examination according to age status; no difference was found according to the age variable except for the school academic optimism scale and the Academic emphasis sub-dimension. In the examination according to years of service status; No difference was found according to the variable of years of service except for supportive principal behavior, imperative principal behavior, academic emphasis and school academic optimism general scale. In the examination according to the total number of students in the school; no difference was found according to the variable of number of students except for sincere principal behavior, cooperative teacher behavior, indifferent teacher behavior, self-efficacy, trust, academic emphasis and school academic optimism scale. In the examination according to the total number of teachers in the school; except for sincere principal behavior and school academic optimism general scale and its sub-dimensions, there were differences according to the variable of number of teachers. In the examination according to the type of institution worked in; except for restrictive principal behavior, indifferent teacher behavior sub-dimension and organizational climate general scale, there were differences according to the variable of type of institution worked in. In the examination of the relationship between the general scale and its sub-dimensions; there is a low-level, significant and positive relationship between the participants' perceptions of school climate general scale and school academic optimism general scale. The highest relationship between the sub-dimensions; a low-level, significant and positive relationship emerged between the perceptions of trust sub-dimension and collaborative teacher behavior sub-dimension. On the other hand, there is a significant and negative relationship between the trust and academic emphasis sub-dimension and the indifferent teacher behavior sub-dimension. According to the effect analysis, teachers' organizational climate perceptions significantly predict their academic optimism perceptions in the school. In other words, a 100-unit increase in teachers' organizational climate dimension increases school academic optimism behavior by 27.6%.