Exploration of the relationship between school climate and teacher agency

The purpose of this research is to explore the relationship between school climate and teacher agency. The population of the study consists of 20,707 teachers working in 1.091 at schools affiliated with the Ministry of National Education in Kayseri city center and all districts in the academic year of 2021-2022. The sample of the study consists of 412 teachers determined by the non-random stratified sampling method. This study was designed as an associational research and correlational methodology was used to explore the relationships between the selected variables; school climate (independent) and teacher agency (dependent). In data collection, "School Climate Scale" and "Teacher Agency Scale" were used. For statistical analysis of the obtained data; descriptive analysis, correlation tests and multiple linear regression analysis were performed. The results revealed that the overall perceptions of the teachers about the school climate were high, and the general perceptions of the teacher agency were also at a very high level. The correlational analysis indicated that there are positive and significant relationships between the factors of school climate (democracy and dedication to the school, leadership and interaction, sincerity) and those of teacher agency (learning effectiveness, teaching effectiveness, optimism and constructive engagement). However, there is a negative and significant relationship between one dimension of the school climate (conflict) and one dimension of teacher agency (optimism). According to the results of the regression analysis, the sub-dimensions of the school climate scale significantly predicted the dimensions of teaching effectiveness, learning effectiveness, optimism and constructive engagement, which are the sub-dimensions of teacher agency.