The intermediate role of teacher authority in the relationship between school climate and individual innovation concepts

In this study, it is aimed to examine the mediating role of teacher autonomy in the relationship between school climate and individual innovation concepts. The research is a quantitative study using a relational screening model that examines the relationship between school climate, individual innovation and teacher autonomy. In relational screening model; for reaching a conclusion about the universe, the sample taken from the universe and the existence of change between two or more variables are considered. The universe of the research consists of the primary school teachers in the central district of the Diyarbakır during the 2018-2019 academic year. A total of 667 primary school teachers, 239 female and 378 male, were determined by random sampling method. In order to collect data, three scales were used. These; firstly Memduhoğlu and Şeker (2010) Organizational Climate Scale in Schools Joseph, Teacher Autonomy Scale "developed by Çolak and Altınkurt (2017) and as Mem Turkish by Kılıçer and Odabaşı (2010) developed by Hurt, Joseph and Cook (1977) is ''Individual Innovation Scale''. SSPS 22.0 (Statistical Package For Social Sciences) package program was used in the analysis of the data. Firstly, necessary investigations have been carried out to determine the suitability of the data for analysis. The data collected from the scales used were then tested for normal distribution. Then, correlation analysis, regression analysis and mediation analysis were conducted to measure the indirect and total effect of the school climate on teachers' individual innovation levels and directly and through teacher autonomy. The mediator effect of school climate and teacher autonomy variable was tested using SPSS compliant PROCESS macro developed by F. Hayes (2013). Finally, the Sobel test was used to measure the effect amount and significance of the tool effect. According to the results of the study; There is a positive and modest relationship between school climate and individual innovation. A positive, moderate and significant relationship was found between school climate and teacher autonomy. Also, there is a positive, moderate and significant relationship between teacher autonomy and individual innovation. Regression analysis; it was concluded that the school climate predicted 16% of the variance of teachers' autonomy, and that the autonomy of teachers predicted 12% of the individual innovation variance and predicted 10% of the individual innovation variance of school climate. Eventually, in the study of the mediating effect; it was found that the concept of teacher autonomy has a partial mediator role in the relationship between school climate and individual innovation. In addition, the findings of the research process were discussed with the relevant literature.