School climate perceptions of secondary students and teachers

In this study, it is aimed to examine the school climate perceptions of secondary school students and teachers. The study group of the research consists of 606 students and 303 teachers working in secondary schools affiliated to the Ministry of National Education in the province of Trabzon in the 2020-2021 academic year. This study is a survey model research. In the study, it was aimed to develop the School Climate Perception Student Scale. In the pre-development phase, Exploratory Factor Analysis and Confirmatory Factor Analysis were performed to provide evidence for the construct validity of the scale. The reliability of the scores obtained from the scale was determined by the Cronbach alpha (α) and McDonald omega (ω) coefficients. The scale in the pre-development phase consisted of school safety, peer support and intimacy, and social interaction sub-dimensions. After obtaining evidence for the validity and reliability of the scores from the scale, it was determined whether the school climate perceptions of the students differed statistically according to demographic variables. Obtained data in Jamovi 2.3 program; independent samples were analyzed with t test, ANOVA, Mann-Whitney U, Kruskal Wallis tests. According to the results of the research, the school climate perceptions of secondary school students were examined in terms of gender, grade level, disciplinary punishment, grade repetition, mother education level, father education level variables. A statistically significant difference was found in the school climate perceptions of the students in all dimensions according to the grade repetition variable and in the school safety dimension according to the mother education level variable. No statistically significant difference was found in all dimensions of gender, class level, disciplinary punishment, father's education level variables, and in peer support and closeness and social interaction dimensions according to mother's education level variable. In the research, it was also aimed to develop the School Climate Perception Teacher Questionnaire of secondary school teachers. The data obtained as a result of the application of the questionnaire were analyzed descriptively (frequency and percentage) in terms of gender variable in the Jamovi 2.3 program. In the examinations made, it can be stated that the effect of negative student behaviors on teachers' school climate perception is less than positive student behaviors.