The relationship between teachers' perceptions of organizational value, organizational commitment and school climate

The purpose of this research is to determine whether there is a relationship between teachers' perceptions of organizational value, organizational commitment and school climate, according to the perceptions of teachers working in public secondary education institutions. The population of the research consists of 2219 teachers working in 44 secondary education institutions in the central districts of Diyarbakır (Bağlar, Kayapınar, Sur, Yenişehir) in the 2020-2021 academic year. The data collection tools used in the research were sent online, 1170 teachers gave feedback and all of the scales were evaluated as valid. In the research, the "Organizational Values Scale" developed by Akhan Çağırtekin and Aküzüm (2020), the "Organizational Commitment Scale" adapted into Turkish by Dağlı, Elçiçek and Han (2017) , and the "School Climate Scale" adapted into Turkish by Özdere (2017b) were used. The obtained data were analyzed by using SPSS and AMOS programs. The t-test, one-way analysis of variance (ANOVA) and Kruskal Wallis_H test to determine whether teacher perceptions differ significantly according to various variables. The significance level was taken as 0.05. The relationship between teachers' organizational values, organizational commitment and school climate perceptions was examined by correlation and regression analyzes. Some of the important findings reached as a result of the research are as follows: Among the teachers' perceptions about organizational values, the variables of "gender", "seniority in teaching", "working time at the school", "educational status", "school size" and "district where the school is located", it was determined that there was a significant difference in the sub-dimensions of masculinity - femininity, individualism-collectivism, power distance, short-term-long-term orientation and uncertainty avoidance. A significant difference was found in the sub-dimensions of individualism-collectivism, short term-long-term orientation and uncetainty avoidance according to the variable of "marital status" . There was no significant difference between the teachers' perceptions of organizational commitment in the sub-dimensions of affective commitment, continuance commitment and normative commitment according to the variables of "gender" and "educational status". A significant difference was found in the sub-dimensions of affective commitment and normative commitment according to the variables of "seniority in teaching" and "marital status" . A significant difference was found in the sub- dimensions of affective commitment, continuance commitment and normative commitment according to the variables of "working time at the school", "school size" and "district where the school is located" . According to the "educational status" variable, no significant difference was found between the teachers ' perceptions of the school climate in the sub-dimensions of colleagial leadership, institutional vulnerability, achievement press and professional teacher behavior. According to the "gender" variable, a significant difference was found in the sub-dimensions of institutional vulnerability and professional teacher behavior. It was observed that there was a significant difference in the sub-dimensions of colleagial leadership and achievement press according to the variable of "marital status". A significant difference was found in the sub-dimensions of colleague leadership, institutional vulnerability, achievement press, and professional teacher behavior according to the variables of "seniority in teaching", "working time at the school", "school size" and "district where the school is located" . A positive, high-level and significant relationship was found between teachers' perceptions of the school climate and their perceptions of organizational values. It has been observed that there is a significant relationship between organizational values and organizational commitment variables and school climate. In total, these two variables account for 76% of the change in teachers' perceptions of the school climate. The highest influence belongs to the organizational values variable. Based on the findings, suggestions were developed for practitioners and researchers. Keywords: Values, organizational values, commitment, organizational commitment, climate, school climate.