Investigation of the relationship between teacher activity and school climate in schools: The case of Adiyaman province

This study aims to examine the relationship between teacher agency and school climate based on the views of teachers working in public educational institutions in the province of Adıyaman. Teacher agency refers to teachers' participation in decision-making processes within the educational environment, their level of pedagogical responsibility, their ability to exercise professional autonomy, and their competence in taking initiative in classroom practices. In this context, teachers are considered not merely as transmitters of knowledge, but as active agents who shape the quality of education. School climate, on the other hand, is defined as a multidimensional structure encompassing the social, physical, and psychological environment of an educational institution, including administrative attitudes, teacher–teacher and teacher–student relationships, levels of collaboration, trust climate, communication patterns, and shared values. Within the scope of the research, the relationship between these two concepts is evaluated based on teachers' perspectives. The study adopts a correlational survey model and employs quantitative research methods. As data collection tools, the "Teacher Agency Assessment Scale" and the "School Climate Scale," both of which have established validity and reliability in the literature, were used. The data were collected during the 2023–2024 academic year from teachers working at preschool, primary, secondary, and high school levels in central Adıyaman and its districts, and were analyzed using SPSS 27.0 statistical software. The findings of the study revealed that a positive and supportive school climate enhances teachers' agency behaviors, enabling them to participate more actively in educational processes. A school environment that is supportive and inclusive contributes to the development of teachers' professional independence, strengthens their initiative-taking skills, and increases their job satisfaction. Conversely, an authoritarian, disconnected, and unsupportive school climate was found to diminish teacher motivation, weaken their sense of agency, and adversely affect their professional competence. Furthermore, the study statistically examined the impact of socio-demographic variables such as gender, age, professional seniority, and educational background on teachers' perceptions of school climate and levels of agency. These findings suggest that individual differences among teachers may also play a determining role in the relationship between school climate and teacher agency. Keywords: Teacher Agency; School Climate; Education; Professional Development; Teacher Satisfactio