Preschool teachers' views on school climate

This study aims to reveal the views of preschool teachers working in the province of Yozgat regarding the school climate. The research was conducted using a qualitative research method and designed within the phenomenological approach. Data were collected through semi-structured interviews using the interview form titled "Preschool Teachers' Opinions on School Climate." A total of 18 preschool teachers, selected through criterion sampling and working in public kindergartens, participated in the study. According to the research findings, teachers' perceptions of school climate are closely related to communication, administrative attitudes, physical environment conditions, and participation processes. The participating teachers emphasized that positive communication, collaboration, and mutual respect among colleagues increase their sense of belonging and professional satisfaction. It was also highlighted that school administrators play a key role in shaping the school climate by adopting a fair, supportive, and empathetic leadership style. Furthermore, the influence of parents on school climate was evaluated as dual-faceted. While cooperative and supportive parental attitudes contribute positively to the climate, intrusive and accusatory approaches may negatively impact teacher motivation and harm the overall climate. Based on the collected data, several suggestions have been proposed for improving the school climate. These include organizing social activities, improving the physical environment, ensuring teachers' active involvement in decision-making processes, and establishing strong communication networks. Additionally, it was determined that preschool teachers' contributions to the school climate are often limited due to structural reasons. Factors such as physical isolation, lack of shared spaces, absence of break times, and administrative exclusion prevent preschool teachers from fully integrating into the overall school climate. In conclusion, the study reveals that the formation of a positive school climate cannot be achieved solely through the individual efforts of administrators or teachers; rather, it requires shared responsibility and collaborative action from all school stakeholders.