The role and importance of school administrators in creating institutional climate within the framework of visionary leadership; Bingöl province example

The role of school administrators in shaping the institutional climate within the framework of visionary leadership is of critical importance for the success of educational processes. This study examines the role of school administrators in forming the institutional climate through visionary leadership and investigates whether these behaviors contribute to establishing or enhancing the existing institutional climate in educational institutions. Based on a literature review, a 38- item questionnaire was developed, covering demographic information, administrators' visionary leadership behaviors, institutional climate, and administrators' roles, using a 5-point Likert scale model. The study was conducted during the 2024-2025 academic year in Bingöl city center, with a sample of 311 teachers selected from a population of 851 teachers across 25 primary, secondary, and high schools, considering the number of teachers in each school. The analyses revealed a positive, linear, strong, and statistically significant relationship between the visionary leadership roles exhibited by administrators and the institutional climate. No statistically significant differences were found in teachers' perceptions of their school principals' leadership roles or the institutional climate of their schools based on demographic variables such as gender, age, professional seniority, seniority at the current school, or job roles.