The relationship between teachers' organizationalclimate perceptions and attitudes of change resistance

The purpose of this study is to determine the relationship between teachers' organizational climate perceptions and attitudes toward change resistance. The study consisted of 791 teachers working in official secondary schools in the province center of Bolu in the academic year of 2016-2017, in the study conducted by the relational screening model. For sampling, random sampling method was utilized and accrodingly, the research was carried out with 424 teachers. Personal information form, Organizational Climate Description Scale, Resist to Change Scale were used to collect research data. The data was analyzed with SPSS 20 software and mean, standard deviation, Mann Whitney U, Kruskal Wallis and Spearman Rho correlation tests were executed to be able to analyze the data. 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. Teachers' perceptions on the attitudes of resistance to organizational change is at low level. When the scores related to the subscales of the change resistance scale were examined, it was determined that the highest score was the emotional response dimension and the lowest score was the routine search dimension. There were a positive direction low level relationship between the Directive Principal Behavior subscale of organizational climate and the Emotional Response of Change Resistance, Short Term Thinking, Cognitive Rigidity subscale and overall change resistance; between the subdivision of Restrictive Principal Behavior and all subdimensions of change resistance and generally resistance to change; between the Disengaged Teacher Behaviors subscale and the change resisting Routine Search, Short Term Thinking subscale and the overall change resistance in general. Key Words: Organizational Climate, School Climate, Resistance to Change