Investigation of school culture and adaptable performances perceived by class teachers

This research was carried out in order to reveal the level of classroom teachers' perceptions of school culture and adaptive performance; whether classroom teachers' perceptions of school culture and adaptive performance change according to demographic characteristics; and whether there is a relationship between school culture and adaptive performance. The Primary school teachers employed in the region of Kayseri in 2021–2022 were identified as the study population, and 391 class teachers employed in authorized primary schools in Kayseri's three core districts and Pınarbaşı served as the sample. This study is a detailed examination of the relational screening paradigm. As the data collection tools of the research, "School Culture Scale" and "Adaptive Performance Scale Perceived by Teachers" were used. The acquired data was analyzed using SPSS 22 software. One-way analysis of variance (ANOVA), t test, Kruskal-Wallis test and Mann-Whitney U test were used in the analysis of the data obtained in the study. In order to reveal the relationship between school culture and adaptive performance, Pearson Product Moments correlation analysis and multiple linear regression analysis were performed. The LSD test was used to determine which groups caused the difference in groups with significant differences In the light of the findings obtained in the study, it was concluded that the classroom teachers' perceptions of school culture did not make a significant difference in terms of gender, age, education level, working year, school type and location of the school. However, it was concluded that there was no significant difference in the adaptive performance perceptions of classroom teachers in terms of gender and school type. However, in the interpersonal and cultural adaptation sub-dimension of the perceived adaptive performance of the classroom teachers, in favor of 20-25, 26-30, 31-35, 46-50, respectively, according to the age variable, in favor of postgraduate graduates according to educational status, and teachers working in the village according to the location of the school. It has been concluded that there is a significant difference in favor of the teachers who have more working years than the working year variable. Keywords: Organizational culture, school culture, adaptive performance, classroom teachers