The relationship between teachers' perceptions about psychological climate and their grit levels

The aim of this research is to present the relation between teachers' perceptions towards psychological climate and their grit levels. In accordance with this purpose, teachers' perceptions towards psychological climate and their grit levels were determined and the relation between teachers' perceptions towards psychological climate and their grit levels was examined. Also, it was determined that teachers' personal variables whether create or not meaningful differences on their perceptions. The sample of the research was figured with relational survey model and the population of the study consists of 477 teachers who work at state primary, secondary and high schools in Düzce, Akçakoca province in 2016-2017 education year. All teachers were reached and the feedback of 336 teachers was received. Research data were collected via personal information form, Psychological Climate Scale and Grit Scale. Research data was analyzed with SPSS-21 programme and on data analysis. The normalcy of data distribution was examined by a Kolmogorov-Smirnov test to identify the analysis that will be undertaken, and the data were found not to present a normal distribution. In this context, percentage, frequency, Mann-Whitney U Test, Kruskal-Wallis Test, and Spearman Rho correlation analysis were used. According to research results, it was confirmed that teachers' perceptions towards psychological climate are at "high" levels in total scale and its sub dimensions; supportive management, organizational contribution, role clarity and self-expression. The highest average was determined at sub dimension of organizational contribution. Teachers' grit levels were determined as at medium level in total scale and perseverance of effort. In the sub dimensions of consistency of interest teachers' perceptions were determined at low level. When teachers' perceptions towards psychological climate are examined according to personal variables, findings based on organization type, age, length of service, graduated school, and branch demonstrate that there are not meaningful differences. while length of service doesn't create any meaningful differences. Teachers grit levels in terms of the personal variables of organization type and branch variables have meaningful differences but age, length of service and graduated school variables don't make meaningful differences for teachers' grit levels. There are positive directional, low level and meaningful relations between teachers' organizational contribution in psychological climate perceptions and their grit levels both in total and all sub-dimensions. Within the frame of these results, it is suggested that school administrators should support teachers in professional matters and value their teachers' opinions. Teachers need to work together on many projects to improve their supportive environment. Activities with which teachers can show their skills and performance should be supported.